Archive for year: 2021

An important role of nursing is to provide health promotion and disease prevention. Review the topics and related objectives provided on the Healthy People 2030 website. 

Address the following:

1. Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
2.  
3. Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?

 

The topic is SEXUALLY TRANSMITTED INFECTION IN ADOLESCENT.

Select an ethnic minority group that is represented in the United States (American Indian/Alaskan Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander). Using health information available from Healthy People, the CDC, and other relevant government websites, analyze the health status for this group.

In a paper of 1,000-1,250 words, compare and contrast the health status of your selected minority group to the national average. Include the following:

1. Describe the ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group?
2. What are the health disparities that exist for this group? What are the nutritional challenges for this group?
3. Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors.
4. What health promotion activities are often practiced by this group?
5. Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective in a care plan given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice.
6. What cultural beliefs or practices must be considered when creating a care plan? What cultural theory or model would be best to support culturally competent health promotion for this population? Why?

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

Refer back to the interview and evaluation you conducted in the Topic 2 Family Health Assessment assignment. Identify the social determinates of health (SDOH) contributing to the family’s health status. In a 750-1,000 word paper, create a plan of action to incorporate health promotion strategies for this family. Include the following:

1. Describe the SDOH that affect the family health status. What is the impact of these SDOH on the family? Discuss why these factors are prevalent for this family.
2. Based on the information gathered through the family health assessment, recommend age-appropriate screenings for each family member. Provide support and rationale for your suggestions.
3. Choose a health model to assist in creating a plan of action. Describe the model selected. Discuss the reasons why this health model is the best choice for this family. Provide rationale for your reasoning.
4. Using the model, outline the steps for a family-centered health promotion. Include strategies for communication.

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

 

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:

1.     Click “OK” to receive your questionnaire scores.

2.     Once you have determined your preferred learning style, review the corresponding link to view your learning preference.

3.     Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).

4.     Compare your current preferred learning strategies to the identified strategies for your preferred learning style.

5.     Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

1.     Provide a summary of your learning style according the VARK questionnaire.

2.     Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.

3.     Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.

4.     Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

 

NARRATIVE ANALYSIS 2 Narrative Analysis This paper is a narrative analysis to exhibit how the Chamberlain University Masters of Science in Nursing (MSN) program Family Nurse Practitioner (FNP) track prepares the graduate nurse to meet the university’s program outcomes (PO), the American Association of Colleges of Nursing (AACN) Essentials of Master’s Education (MSN Essentials), and the National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies. This paper will identify and explain how I have reached each of theses objectives by providing artifacts from my graduate course work and reflect on how meeting these objectives have transformed me into a prospective masters-prepared nurse. Chamberlain University’s MSN/FNP Program Outcomes Chamberlain University’s PO number one asserts that the masters-prepared nurse will provide high-quality, safe patient-centered care that is grounded in holistic principles (Chamberlain University, 2020). PO number two charges the maters-prepared nurse to provide a caring environment that allows for the achievement of quality health outcomes (Chamberlain University, 2020). The third PO encourages the masters-prepared nurse to engage in a reflective practice and appreciate cultural diversity while participating in a lifelong pursuit of professional growth and development (Chamberlain University, 2020). PO number four requires the mastersprepared nurse to utilize professional values by continued scholarship and service in healthcare (Chamberlain University, 2020). The final, fifth, PO challenges the masters-prepared nurse to advocate for the positive health outcomes for patient through the practice of compassionate care that is evidence-based and collaborative to exhibit advanced nursing practice (Chamberlain University, 2020). AACN’s MSN Essentials NARRATIVE ANALYSIS 3 MSN Essential I asserts that the masters-prepared nurse have a background for practice grounded in sciences and humanities and integrates those scientific findings from the fields of nursing, biopsychosocial, genetics, public health, quality improvement, and organizational sciences so that there is continuous improvement in the various diverse settings involving nursing care (AACN, 2011). Essential II declares that the masters-prepared nurse understands that organizations and systems leadership that are rooted in ethical decision making, efficient interprofessional relationships, and a systems-perspective are important in the delivery of highquality-safe patient care (AACN, 2011). Essential III establishes that the masters-prepared nurse should be well-versed in the methods, tools, performance measures, and standards that yield quality improvement and be inclined to use quality principles within an organization (AACN, 2011). Essential IV declares that the master’s prepared nurse executes outcomes from research in their practice setting, finds solutions for practice problems by working as a change agent, and disseminates results to the healthcare community (AACN, 2011) Essential V ensures that the masters-prepared nurse utilizes technology in patient care and communication that will transform the integration and coordination of care (AACN, 2011). Essential VI requires the mastersprepared nurse to arbitrate at the system level through involvement in policy development while advocating to influence health and health care (AACN, 2011). Essential VII encourages the masters-prepared nurse to work as a member and leader of interprofessional teams by communicating, collaborating, and consulting with other healthcare professionals to effectively manage and coordinate care (AACN, 2011). Essential VIII recognizes that the masters-prepared nurse should integrate concepts that are broad, organizational, client-centered, and culturally appropriate to plan, deliver, manage, and evaluate evidence-based clinical prevention and population care not only to individuals, but also to their families and the community as well NARRATIVE ANALYSIS 4 (AACN, 2011). Essential IX defines masters-level nursing practice as any form of nursing intervention that elicits a change in the healthcare outcomes of individuals, populations, or systems and declares that the masters-prepared nurse possess an advanced level of understanding in nursing and other sciences and simultaneously understand how to integrate the knowledge into clinical practice through direct and indirect interventions (AACN, 2011). NONPF Core Competencies NONPF core competency number one involves the scientific foundation competencies and identifies that the masters-prepared nurse can critically analyze data and evidence that will improve the advanced nursing practice, integrate knowledge from humanities and sciences and apply it to the nursing profession, translate research and other knowledge in a manner that improves the processes and outcomes of practice, and develops new approaches to practice that is based on research, theory, and practice knowledge (NONPF, 2017). Core competency number two incorporates the leadership competencies and asserts that the masters-prepared nurse initiates and guides changes through involvement in complex and advanced leadership roles, fosters collaboration with a number of stakeholders through leadership to improve health care, incorporates leadership that utilizes critical and reflective thinking, strives for improved access to quality and cost-effective healthcare, participates in advancement of practice through developing and implementing innovations that promote principles of change, effectively communicates knowledge in writing and through oral communication, and involves themselves in professional organizations and activities that will positively influence the profession and health outcomes for a population (NONPF, 2017). Core competency number three is the quality competency and requires the masters-prepared nurse to use the best available evidence that will improve the quality of practice, consider the relationship between access, cost, quality, and safety to NARRATIVE ANALYSIS 5 healthcare, assess the impact that organizational structure, care processes, financing, marketing, and policy has on the quality of health care, promote a culture of excellence by applying skills in peer review, and implement proactive interventions in anticipation of variations in practice to ensure quality (NONPF, 2017). Core competency number four incorporates the practice inquiry competencies and challenges the masers-prepared nurse to be a leader by translating new knowledge into practice, develop knowledge during clinical practice that will improve patient outcomes, implement clinical investigative skills that will improve outcomes, lead by either individually or in partnership with others questioning current practice, disseminate findings using multiple modalities to diverse audiences, and critically analyze clinical guidelines and individualize their recommendations in their practice (NONPF, 2017). Core competency number five integrates the technology and information literacy competencies and suggests that the masters-prepared nurse utilize appropriate technologies to improve health care and translate information according to the audience’s needs (NONPF, 2017). Core competency number six involves policy and requires the masters-prepared nurse to demonstrate an understanding of the relationship between policy and practice, advocate for policies that are ethical to promote access, equity, quality, and cost, and evaluate ethical, legal, and social factors that influence the development of policy (NONPF, 2017). Core competency number seven, the health delivery system competencies, endorse masters-prepared nurses that apply knowledge of organizational practices and complex systems to improve the delivery of health care, initiate change in healthcare by using skills in negotiation, consensus-building, and partnership, minimize risk to patients as well as providers at the individual and systems level, scrutinize the structure, function, and resources of an organization to improve the delivery of care while collaborating in the planning of transitions across the continuum of care (NONPF, 2017). Core competency eight NARRATIVE ANALYSIS 6 includes the ethics competencies and challenges the masters-prepared nurse to involve ethical principles during decision making, examine their decisions for ethical consequences, apply solutions that are ethically sounds when faced with complex issues related to individuals, populations, and systems of care (NONPF, 2017). Core competency nine incorporates the independent practice competencies and charges the masters-prepared nurse to function as a licensed independent practitioner while demonstrating the greatest level of accountability during professional practice and practice independently while managing patients previously diagnosed or undiagnosed using health promotion, disease prevention, health protection, anticipatory guidance, counseling, disease management, palliative, and end of life care principles (NONPF, 2017). Additionally the masters-prepared nurse should be equipped to employ advanced health assessment skills to determine normal, variations of normal, and abnormal findings, utilize screening and diagnostic testing to develop diagnoses, prescribe medications within the scope of practice, manage health/ illness status of patients and families, provide patient-centered care that considers cultural diversity and includes the patient as an active member in the decision-making process (NONPF, 2017). Furthermore, the masters-prepared nurse embarks on a relationship with patients that is based on mutual respect, empathy, and collaboration to promote confidentiality, privacy, comfort, emotional support, trust, and respect (NONPF, 2017). Decisions should be made according to the patients cultural and spiritual preferences, values, and beliefs (NONPF, 2017). The masters-prepared nurse should recognize and develop strategies to prevent their own personal biases from interfering with delivery of high-quality, patient-centered care (NONPF, 2017). Additionally, the masters-prepared nurse is expected to actively participate in the development, implementation, and evaluation of professional standards and evidencebased care (NONPF, 2017). NARRATIVE ANALYSIS