NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community
Regis University NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community– Step-By-Step Guide
This guide will demonstrate how to complete the Regis University NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community
Whether one passes or fails an academic assignment such as the Regis University NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community
The introduction for the Regis University NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
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How to Write the Body for NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community
After the introduction, move into the main part of the NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community
The vulnerable population within my community that I will focus on for this discussion is Hispanic children. I have chosen this group because as a future PNP in this area, it is one that I anticipate working with often. Hispanic children in my community are vulnerable in the healthcare setting for multiple reasons including communication (language) barriers between parents and healthcare providers, low socioeconomic status and decreased access to healthcare/medications, and poor food quality (and subsequent predilection for obesity and chronic health conditions) (Johnson et al., 2020; Zamor et al., 2020).
Three ways that I will advocate for Hispanic children in my area are 1) attempt to become more proficient at Spanish/employ interpreter services when appropriate, 2) become more familiar with resources available to this population in my area, and 3) advocate for a nurse navigator to be on my healthcare team to assist with coordination of care for these patients.
Spanish Skills/Interpreter Services
I have a distant background in Spanish education (high school) but would like to get reacquainted with the language and culture to better serve my patients. My current organization offers classes on the utilization of Spanish in healthcare; I plan on registering for these. I think it is always important to remember to use interpreters prudently to help close the language gap and make sure information is being understood in both directions. Lastly, I will ask the management team to assure that all my practice’s letter templates, informational brochures, etc. are offered in Spanish.
Familiarize with Community Resources
I plan to get more familiar with the community resources available so that I can offer these (as well as contact information) to patients and families in need; these resources could be nutrition benefits, housing assistance, and healthcare financial assistance (DeChesnay & Anderson, 2020). As our text discusses, social workers are a wonderful part of the interdisciplinary team and are beneficial when patients need a personal advocate or getting set up for assistance within the hospital or community depending on their situations (DeChesnay & Anderson, 2020). I will become familiar with the available social workers in my community and obtain their contact information so I can discuss cases and use their services if needed.
Encourage Nurse Navigator Role
Lastly, I will encourage the creation of the RN nurse navigator role in my practice to assist with this population as well as other vulnerable patients. Nurse navigators serve as members of the healthcare team who coordinate care for patients with chronic health conditions like diabetes, cancer, or who are undergoing surgical intervention (Shockney et al., 2021). Although the general Hispanic pediatric population doesn’t necessarily fit into these groups, it is a population that could fall through the cracks of the system because of their minority status and the barriers they face; it would be advantageous to have a nurse navigator act a point person for these patients/families to help them navigate today’s complex healthcare system and improve outcomes (Shockney et al., 2021).
References
De Chesnay, M., Anderson, B. A. (2020). Caring for the vulnerable: Perspectives in nursing theory, practice, and
research (5th ed.). Jones & Bartlett Learning.
Johnson, K. A., Jones-Smith, J., Curriero, F. C., Cheskin, L. J., Benjamin-Neelon, S. E., Perin, J., Caicedo, M. R., &
Thornton, R. L. (2020). Low-income black and Hispanic children’s neighborhood food environments
and weight trajectories in early childhood. Academic Pediatrics, 20(6), 784-792.
https://doi.org/10.1016/j.acap.2019.11.013
Shockney, L. D., Dean, M., & Allard, B. L. (2021). Chronic disease and complex care navigators: A scoping
review. Journal of Oncology Navigation & Survivorship, 12(7), 206-230.
Zamor, R., Byczkowski, T., Zhang, Y., Vaughn, L., & Mahabee-Gittens, E. M. (2020). Language barriers and the
management of bronchiolitis in a pediatric emergency department. Academic Pediatrics, 20(3), 356-
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Sample Answer 2 for NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community
I enjoyed reading your discussion post and learned a lot about the vulnerable population that you chose to write about. I was very surprised to discover that there are many characteristics amongst Hispanic children and the vulnerable population of those with mental illness. In your post you explained that Hispanic children are a vulnerable population due to a low socioeconomic status, decreased access to healthcare and chronic health conditions. These characteristics are comparable to characteristics found among many individuals with mental illness. Patients with mental illness have a low socioeconomic status because many are not able to maintain employment which then results in homelessness. Individuals with mental illness are often uninsured or underinsured which makes access to healthcare extremely difficult. Like Hispanic children, patients with mental illness have chronic health conditions that oftentimes are left untreated. This is seen in many rural areas across America. Barriers to healthcare that many people who live in rural areas experience are inadequate public transportation and low incomes (Tulimiero et al.,2021)
When I initially read your post about Hispanic children, I concluded that the one areas of contrast between the two vulnerable populations would be a language barrier. As I reflected on my years as a RN, I have encountered a few instances where there was a language barrier between a patient with mental illness and medical providers. At the hospitals that I was employed at, we were fortunate enough to have in person language interpreters during the day and virtual interpreters at night. A co-worker of mine recently share an experience where language barriers drastically impeded patient care. A patient was admitted to a psychiatric facility to be deemed competent for the crime that he has recently committed. The patient was from a rural area in Mexico and spoke a dialect of Spanish that was not commonly recognized. There were very few interpreters that spoke this dialect available in the community. The patient spoke no English and was unable to communicate to staff and the providers without the interpreters around which wasn’t very often. Due to the language barrier and inadequate amount of interpreters, this patient was repeatedly deemed incompetent and his stay was prolonged on the forensics unit. Once the adequate interpreter was made available, the patient was found to be competent and it was soon determined the only thing that prevented him from being discharged was a language barrier. This type of situation is unfortunately seen in many patients who enter hospitals that do not have adequate language services. The physician or psychiatrist are heavily dependent upon communication in order to implement the best plan of care (Ansah & Klugah, 2020).
Ansah, M. A., & Klugah, M. A. (2020). Investigating language barriers in psychiatric care in Ghana. Journal of Communication in Healthcare, 13(4), 325–334. https://doi.org/10.1080/17538068.2020.1813525
Tulimiero, M., Garcia, M., Rodriguez, M., & Cheney, A. M. (2021). Overcoming Barriers to Health Care Access in Rural Latino Communities: An Innovative Model in the Eastern Coachella Valley. Journal of Rural Health, 37(3), 635–644. https://doi.org/10.1111/jrh.12483
Sample Answer 3 for NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community
I was very happy to read that you are interested in treating and advocating for the Latino/ Hispanic communities especially when it comes to children. My community also has a large population of Latino children that are vulnerable on all levels of resources most importantly healthcare. These children come from single parent households, low incomes and parents and grandparents who can only speak one language. Its encouraging to know that more nurses are choosing to work in underserved communities and are motivated to learning a new language in order to do so. Especially since statistics have proven that there has been a plateau in medical school minority admissions in the past decade and it will unlikely increase over the next 25 years (Pound, 2017).
Language is central to communication, and it helps the speaker and the listener to understand each other’s needs (Ali & Watson, 2018). Evidence also suggests that even bilingual people who speak English fluently, in situations of stress, illness and tiredness may feel more comfortable communicating in their primary language (Squires et al 2019). I often see this firsthand with patients at the bedside and even with my own Latino family members. Language is one of the highest barriers in healthcare that Latinos face along with, lack of knowledge of the healthcare system, high cost, lack of transportation options, timely appointments along with missing work and lack of insurance (Topmiller et al 2017). I agree greatly with having sufficient interpreters to help close the language gap in making sure that both the patients and healthcare providers are understanding each other’s needs and recommendations. According to the United States Civil Rights law, individuals and their family members are required to have an interpreter made available to them in every health care encounter and it can be in-person, telephone or video interpreter (Squires, 2019). I frequently deal with patients allowing their family members to interpret information related from anesthesia and physicians instead of having professional interpreters to minimize the language impact. Unfortunately having a professional interpreter isn’t always available and the risk of communication errors and difficulties in establishing rapport limit the effectiveness of these services (Zhao, 2021). Your interest and effort to directly communicate with your patients in their language will absolutely make you a great APRN with outstanding compliance.
References
Ali, P. A., & Watson, R. (2018). Language barriers and their impact on provision of care to patients with limited English proficiency: Nurses’ perspectives. Journal of clinical nursing, 27(5-6), e1152-e1160.
Pound, W. T. (Ed.). (2017, June). State Approaches to Reducing Health Disparities. National Conference of State Legislatures. https://www.ncsl.org/Portals/1/Documents/Health/HealthDisparities_2017_31448.pdf
Squires, A., Miner, S., Liang, E., Lor, M., Ma, C., & Witkoski Stimpfel, A. (2019). How language barriers influence provider workload for home health care professionals: A secondary analysis of interview data. International journal of nursing studies, 99, 103394. https://doi.org/10.1016/j.ijnurstu.2019.103394
Topmiller, M., Zhen-Duan, J., Jacquez, F. J., & Vaughn, L. M. (2017). Place matters in non-traditional migration areas: Exploring barriers to healthcare for Latino immigrants by region, neighborhood, and community health center. Journal of racial and ethnic health disparities, 4(6), 1214-1223.
Zhao, Y., Segalowitz, N., Voloshyn, A., Chamoux, E., & Ryder, A. G. (2021). Language barriers to healthcare for linguistic minorities: The case of second language-specific health communication anxiety. Health communication, 36(3), 334-346.