Cultural competence 2025

It is important that nurses develop cultural competence for their nursing practices. 1. How will you use the five constructs toward cultural competence (awareness, knowledge, encounters, skill, and desire) to develop your cultural competence? (answer in at least 10 sentences) 2. Give one example from your life in which you have had a cultural encounter and how that impacted you. (answer in at least 5 sentences)

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6 discussion 2025

Consider the following three scenarios: Scenario 1: Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection. Scenario 2: Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record. Scenario 3: Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-producing cough. She denies any rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Maria has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves. To prepare: Review the three scenarios, as well as Chapter 26 and Chapter 27 in the Huether and McCance text. Select one of the scenarios and consider the respiratory disorder and underlying alteration associated with the type of cough described. Identify the pathophysiology of the alteration that you associated with the cough. Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the disorder. Post on or before Day 3 a description of the disorder and underlying respiratory alteration associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how the factors you selected might impact the disorder.

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Module 01 Written Assignment – Lung Cancer, Medical Abbreviations, and Medications For Zeek the Geek 2025

Part One The respiratory system is responsible for the intake of oxygen for the body and the removal of carbon dioxide. Decreased respiratory function significantly limits the ability of other systems to function properly because oxygen is essential at the cellular level for all activities to occur. Diseases of the respiratory system range from simple (the common cold) to very serious (cancer). There are several factors that can increase a patient’s risk of developing a respiratory disease. Conduct some online research and in a 1-page Word document describe in detail two factors that may increase the risk of getting lung cancer. Part Two Click the following link to download the Medical Abbreviations Worksheet. Answer all of the questions in the document and add the completed worksheet to your zip folder for this assignment. Note that this document has two parts that must be completed.

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Research article critique 2025

Nursing Article critique Please use the attached article for the critique. Instructions: Please select any nursing research article from any one of the scientific journals found in the Nursing-Related Databases and Journals list. Select an article from an area that you are interested in or from the field you are working in. Using the article selected, construct a critique of the article, 6 to 10 pages (including cover page and references). The critique should identify the problem statement or statement of purpose of the article describe the participants being studied, stating inclusion and exclusion criteria discuss the sampling issues, such as probability or nonprobability and number of subjects used identify the study setting—where data collection occurred discuss informed consent—whether the participants were fully informed, how their consent was obtained, and any other ethical considerations identify the hypothesis or research question identify the research design—for example, experimental or nonexperimental; descriptive, exploratory, explanatory, or predictive? identify research variables, both independent and dependent comment the on article’s literature review—how the study data were analyzed (what statistical measures were used) describe the results of the study and appropriateness of the methods used; include study limitations accurately critique comments on level of evidence used, nursing theory, and implications for nursing practice or research discuss how the research findings can be applied to the clinical area The following resources provide helpful guidelines for constructing a critique of a nursing research article. Video Framework for how to read and critique a research study: Research Article Critique . Articles Vance, D. E., Talley, M., Azuero, A., Pearce, P. F., & Christian, B. J. (2013). Conducting an article critique for a quantitative research study: perspectives for doctoral students and other novice readers . Nursing: Research and Reviews, 3 : 67–75. Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: a step-by-step approach . British Journal of Nursing, 17 (1): 38-43. The Learning Resources page lists resources that provide several guidelines for constructing a critique of a nursing research article you may find helpful. If you have any questions, please do not hesitate to contact your instructor. Hide Rubrics Rubric Name: Assignment #2: Research Paper Critique Criteria (7-10 points) Provides clear, accurate comments on the title, abstract, introduction, and purpose of the study (3 – 6 points) Provides comments on the title, abstract, introduction, or purpose of the study (0-2 points) Lacks comments on the title, abstract, introduction, or purpose of the study (7-10 points) Discusses participants, inclusion and exclusion criteria, sample size, consent, and other ethical considerations (3-6 points) Includes information on participants, but lacks information regarding sample size and/or consent (0-2 points) Provides little or no information regarding participants, sample size, or consent (13 – 20 points) Accurately identifies research question/hypotheses, including independent and dependent variables (6-12 points) May not accurately identify research question/hypotheses or independent and dependent variables (0-5 points) Lacks discussion of research question/hypotheses and/or study variables (13-20 points) Accurately comments on literature review, research methods, data analyses, and limitations of the study (6-12 points) Includes comments on literature review, research methods, data analyses, and limitations of the study, but discussion was somewhat vague (0-5 points) Does not comment on literature review, research methods, data analyses, and limitations of the study; or inaccurately discusses these aspects (13-20 points) Accurately comments on level of evidence used, nursing theory, and implications for nursing practice or research (6-12 points) Comments on level of evidence used, nursing theory, or implications for nursing practice or research (0-5 points) Inaccurately comments on level of evidence used, nursing theory, or implications for nursing practice or research (7-10 points) Discusses realistic applications of the research to the clinical area (3-6 points) Discusses somewhat realistic applications of the research to the clinical area (0-2 points) Does not discuss realistic applications of the research to the clinical area (7-10 points) Expertly applies APA guidelines in formatting and referencing; exhibits excellent spelling and grammar throughout the paper; is well organized and easy to read (3-6 points) Applies APA, but exhibits some formatting or referencing mistakes; has some spelling and grammar errors; is generally well written and easy to read, with minimal organization problems (0-2 points) Has many APA, spelling, and/or grammar mistakes throughout the paper; is difficult to read; may be ineffectively organized Overall Score

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6531 WK 6 DISCUS 2025

Case Study 1: A 49-year-old man presents to the office complaining of vague abdominal discomfort over the past few days. He states he does not feel like eating and has not moved his bowels for the last 2 days. His patient medical history includes an appendectomy at age 22 and borderline hypertension, which he is trying to control with diet and exercise. He takes no medications and has no known allergies. Positive physical exam findings include a temperature of 99.9 degrees Fahrenheit, heart rate of 98, respiratory rate of 24, and blood pressure of 150/72. The abdominal exam reveals abdominal distention, diminished bowel sounds, and lower left quadrant tenderness without rebound. To prepare: •Review this week’s media presentations and Part 12 of the Buttaro et al. text in the Learning Resources and other resources provided . •Select one of the three case studies listed above. Reflect on the provided patient information including history and physical exams. •Think about a differential diagnosis. Consider the role the patient history and physical exam played in diagnosis. •Reflect on potential treatment options based on your diagnosis. Post 1 to 2 pages discussion on an explanation of the differential diagnosis for the patient in the case study that you selected. Describe the role the patient history and physical exam played in the diagnosis. Then, suggest potential treatment options based on your patient diagnosis. Reference Readings • Buttaro, T. M., Trybulski, J., Polgar Bailey, P., & Sandberg-Cook, J. (2013). Primary care: A collaborative practice (4th ed.). St. Louis, MO: Mosby. ◦Part 12, “Evaluation and Management of Gastrointestinal Disorders” (pp. 612–722) American Liver Foundation (n.d.). Retrieved November 28, 2012, from http://www.liverfoundation.org/ • Drugs.com. (n.d.). Retrieved November 28, 2012, from www.drugs.com Media •Laureate Education, Inc. (Executive Producer). (2013c). Case study: Male abdominal disorder. Baltimore, MD: Author Laureate Education, Inc. (Executive Producer). (2013d). Case study: Female abdominal disorder. Baltimore, MD: Author.

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