What do the four parts of the Christian biblical narrative? 2025

What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? From where would one find comfort and hope in the light of illness according to this narrative? Explain in detail each part of the narrative above and analyze the implications.

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Patient Teaching Plan for medication safety at home. 2025

To create a Patient Teaching Plan aimed at educating a specific patient population about a specific health topic. This plan will be used to develop a Visual Teaching Tool in a future assignment , recognize the influence that developmental stages have on physical, psycho social, cultural, and spiritual functioning.  Identify teaching/learning needs from the health history of an individual.

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Psychiatric Nursing Questions (Final) 2025

This quiz will cover the following topics in the attachment, which relate to psychotherapy with individuals in the Wheeler textbook and the Fisher textbook. See the attachment for the open book quizzes and study guide. Learning Resources Required Readings Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

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How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent 2025

How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? It may be difficult for nurses to accept that they might be biased against any of their patients, however, it happens, and accepting it and then continually reassessing how they feel and how their approach works are the best approach to correcting implicit bias. A latent human tendency is an implicit bias that therefore interferes with best nursing practices. Recognizing an inherent bias implies recognizing that one might have certain emotions towards a particular population, the presence of an individual or community, or mannerisms that need to be discussed and dealt with in order to provide the best possible treatment. How should the nurse address these concepts to ensure health promotion activities are culturally competent? The following are some of the ways the nurses can address the concepts of bias, stereotypes, and implicit bias to ensure that health promotion activities are culturally competent; Noticing their assumptions-Anything from language differences to work status to regional inflections may lead individuals to conclude that a patient has certain attributes, attitudes, or values with which one might not agree. When trying to describe therapies to a patient, when listening to their wishes, or when working with an extended and active family, it is important to notice the assumptions that might be made. Knowing the patients- A good way to learn more about them is to speak with your patients. Understanding cultural differences will also assist one to become mindful of and begin to resolve any implicit bias. Talking about implicit bias in the work setting also opens the conversation, removes the taboo, and paves the way for better patient care and outcomes. Nurses should also understand the assumptions that trigger in them- A patient’s race, accent, clothing style, or appearance can spark an instant judgment in nurses, therefore, understanding this aspect will help recognize the bias. Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. The following are some of the strategies that can be employed to eliminate cultural dissonance and bias to deliver culturally competent care; Acknowledgment- With acknowledgment comes to the acceptance of responsibility and accountability to make a difference. By facilitating reactions to promote supportive attitudes, such as empathy, nurses and other healthcare professionals must shift to suppress implicit bias. Advocacy- Nurses’ advocacy will help patients in the face of implicit bias to receive the individualized care they need. To serve the needs of patients, nurses must advocate for patients with tact, compassion, and professionalism, and connect and interact with other members of the healthcare team. Education- To raise awareness, acknowledge the presence of implicit bias, and reduce its prevalence, enhanced knowledge is essential. For healthcare professionals and nurses, education may be applied in standardized curricula. Personal awareness- This is the process of inward reflection to accept biases and ideals that can contribute to implicit bias. An internal compass that is used to direct everyday interactions needs gaining personal knowledge. In the face of the constant challenge of implicit bias, this compass will help nurses distinguish acceptable and inappropriate attitudes and actions and remain on the right path. Using 200-300 APA format with references in supporting the discussion. Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue

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Planning Learning Objectives 2025

Practicum: Planning Learning Objectives The practicum experience allows you to develop and expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level. During week 1 you will submit two to three individual learning objectives that you wish to achieve during this practicum experience. You should prepare a set of measurable learning objectives, using Bloom’s Taxonomy (See attached file). Your practicum objectives should reflect your interest in expanding knowledge. They are not to include activities related to your DNP project. These objectives will be identified during your mentoring course (NURS 8700P, 8700, 8701). Practice experiences should be designed achieve specific learning objectives related to the DNP Essentials and specialty competencies (AACN, 2006). Your practicum objectives should include the following: 1) Three learning objectives using Bloom’s Taxonomy. 2) Description of how these objectives will expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level. 3) Relationship of the learning objectives to the DNP Essentials. NOTE: Learning objectives must be submitted using APA style. Points may be deducted for lack of references, writing style, and APA format. Refer to the sample attached in the file area ( See attached file >> very important) Submit by tomorrow 8/29/18 before midnight

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