Nursing

Assignment: Global Policy Reform
Assignment: Global Policy Reform
Reflect on the concepts and practices you have learned in NR506 on healthcare systems, politics, and health policy. Read the article that is linked below and share insights as how to make informed decisions on nursing practice and patient outcomes on a global basis. In addition, state how you will apply what you have learned in this course to your upcoming practicum experience. Note: it is welcome but not necessary to post your own references this week in your discussion responses. Enjoy the reading and simply reflect with us.
Read the article by:
Kohl, H.W., Craig, C. L., Lambert, E.V., Inoue, S., Alkandari, J.R., Leetonngin, G., & Kahlmeier, K. (2012). The pandemic of physical inactivity: Global action for public health. The Lancet, 380(9838), 294-305. doi:
http://dx.doi.org/10.1016/S0140-6736(12)60898-8. Link to article (Links to an external site.)Links to an external site.
A systems approach to dealing with the global concern of physical inactivity is discussed.
ntroduction
Good morning, and thank you for the opportunity to participate in this summit. It is a pleasure to be in Sydney. I would like to thank the Financial Review for inviting me to be part of this event, which is indeed timely, since the Basel Committee aims to finalise a number of important regulatory reforms this year.
This morning I will say a few words about our recent proposals and outstanding reforms. I will describe the approach we are taking towards finalising the global regulatory framework. Our goal, as always, is to promote a safe and sound banking system, which is critical to ensuring sustainable economic growth. Australia’s economic growth record over the past two decades is the envy of many. As is the stability of its banking system. But, as regulators, our focus is invariably on the downside risks rather than the upside. And as we have learned from the all-too-frequent episodes of banking distress that have occurred throughout the world – increasing bank resilience in good times is the most efficient and effective way of dealing with periods of stress, which inevitably occur.
Building bank resilience is of course linked to the issue of capital. I will therefore offer a few thoughts on the subject of the level of bank capital. While critically important, regulatory capital is not, however, the sole focus of regulators. Strong supervision is essential and, above all, bank’s internal risk measurement and management are paramount. I will conclude with a look at some other areas where we need to bridge gaps to ensure resilience and profitability over the long term.
The Basel framework as a bridge
A bridge is an apt metaphor for the Basel framework, especially here in Sydney, with the celebrated Harbour Bridge only a few hundred metres away. Bridges must be safe and sound. A safe and sound banking system is exactly what the Basel framework aims to support. Bridges facilitate movement, commerce and trade. The financial system plays a crucial role in directing investment and funds between individuals and businesses. Bridges are complex to design and build. They must be sympathetic to their surroundings and their design and construction rely on the expertise of many parties. Global cooperation between regulators, duly recognising individual circumstances, is the Basel Committee’s tried and tested way of working. And, once complete, international prudential frameworks for banksdeliver benefits for all, as do strong bridges.
As strong bridges bring prosperity, weak bridges can undermine it. A weak bridge jeopardises the safety of those crossing it, and may create wider problems for society at large. A loss of confidence in a structure or its builders shakes confidence in every similar structure. These knock-on effects can be severe and persistent. So it is essential that a bridge, like the Basel framework, is built to last.
We must also not forget the importance of regular maintenance. The Harbour Bridge opened with four traffic lanes but now has eight, together with a complementary tunnel. Some parts are repainted every five years, while others last as long as 30 years. We face the same imperatives with the Basel framework. Maintenance does not imply re-opening every previous decision; we understand the importance of stability and certainty. But it does mean staying vigilant to market developments and keeping in mind the increasingly widespread use of the Basel framework.
Finalising global regulatory reform
The major outstanding topics that we will finalise this year relate to credit risk and operational risk. The Basel Committee recently published proposals on revising these two areas of the regulatory framework. Earlier this year, we finalised the regulatory capital framework for market risk.
One of our main goals this year is to address excessive variability in risk-weighted assets modelled by banks. Some – not us – have already dubbed these reforms “Basel IV”. I do not think the title in itself is important but I note that each moniker bestowed on the global regulatory framework was characterised by a substantial change from the earlier version. Basel II was a significant departure from the Basel I framework; while Basel III was a vastly different set of rules again. The current set of proposed reforms are meant to revise elements of the existing framework rather than introduce new ones. As such, I would not refer to these revisions as constituting “Basel IV”.
At the end of last year, the Committee consulted on proposals to revise the standardised approach for credit risk. This is the approach used by the vast majority of banks around the world. The Committee’s objective was to promote, as much as possible, the standardised approach as a suitable alternative to the modelled approaches. The standardised approach is of course also relevant for banks using internal models, as it may form the basis for an “output floor”, should the Committee decide to adopt such a floor. An output floor would cap the amount of capital benefit a bank using an internally-modelled approach would receive vis-à-vis the standardised approach. The Committee is still considering the specific design and calibration of an output floor.
The Committee recently consulted on revisions to operational risk and the internal ratings-based approaches for credit risk. For operational risk, our proposal did not include a modelled approach. While internal models are an essential part of risk management for many banks, the question is what role they should play in prudential rules. This is particularly relevant for operational risk. The Committee’s recent proposals to calculate capital for credit risk do not eliminate the use of models but place additional constraints around their use for regulatory purposes. I would emphasise the word “additional” – the kinds of constraint that have been proposed already exist in some form in the capital framework. Before we finalise the standards by the end of this year, we will analyse comments and conduct comprehensive quantitative impact studies (QIS).
The resources required to conduct these QIS exercises at banks and supervisory authorities are extensive. The appropriate level of minimum regulatory capital is a central question and we have a dedicated task force that is looking specifically at the calibration of the capital framework. We are tackling this question from the perspective of each individual policy on the table this year but are also taking an aggregate, overall view.
What is the right amount of capital?
Many people think that the Basel framework is all about capital. In many ways, they are right. For the past 25 years, the foundation of the international approach to the prudential regulation of banks has been a risk-based capital ratio. With respect to regulatory capital adequacy, there are two factors to consider: first, what counts as capital; and, second, how much of it do you need.
With Basel III’s definition of capital reforms, the Basel Committee took a great stride towards answering the first question. There is now, I think, a consensus that Common Equity Tier 1 is the most important component of capital, though with an acknowledgement that some other financial instruments may have a role to play in certain circumstances. Charts 1 and 2 show that banks have made very good progress in adjusting and increasing their core capital base. Banks’ leverage ratios and risk-weighted ratios have increased since the global financial crisis, with most of this increase stemming from banks augmenting their capital resources.
Assignment: Global Policy Reform

Transcultural Perspectives Across Lifespan
Transcultural Perspectives Across Lifespan
Week 5 discussion
The Course Outcomes covered this week are below
CO2: Communicate effectively with culturally diverse individuals, families, and organizations (PO3)
CO Perform a culturally competent nursing assessment (PO7)
This week
select and read one of the chapters of particular interest to you listed in Assignments under Readings;
discuss what information you should obtain to develop and implement culturally appropriate plans of care for an individual of this group; and
share a brief case study or exemplar as a way to share your formation
Examples:
Childbearing: A young Hasidic mom just emigrated from Israel to the United States She is at term and comes to your Mother/Baby Unit for delivery
Children: Oman is 5 years old His family members are refugees from Syria At the local community center a routine blood sugar test indicated his results were very high He now needs hospitalized for control
Adult: Luca moved to the United States after earning her BSN in Manila, Philippines She works three jobs so that she can send money home to her family She needs a treatment for breast cancer, but taking time off from any of the jobs will create a hardship on her local and extended family at home
Older Adult: KC is 72 years old and came to the United States many years ago from Ghana He is divorced, his children do not live in the area, and you often see him at the senior citizen’s center where you volunteer He has uncontrolled hypertension
Mental Health: Arkady was born in the former Soviet Union He has battled depression most of his adult life and has been hospitalized again in the mental health facility 30 miles from his family for a suicide attempt Although he has health insurance, the benefits for his diagnosis are about to expire

Various Challenges in Healthcare
Various Challenges in Healthcare
Week 4 discussion
Respond to one of the following questions:
Review the Healthy People 2020 objectives for the older adult. Of the objectives listed for the older adult, which do you feel is most important? Be sure to include examples and references to support your response.
There are several vulnerable populations that have a chronic illness (older; homeless; and lesbian, gay, bisexual, and transgender populations) that face challenges when it comes to care. Choose one vulnerable population and discuss what can be done to help alleviate these challenges.
Question 2
Click here to read the following article from the South University Online Library on the impact of disease on family members:
Golics, C. J., Basra, M. K. A., Finlay, A. Y., & Salek, S. (2013). The impact of disease on family members: A critical aspect of medical care. Journal of the Royal Society of Medicine, 106(10), 399–407.
After reviewing the article, which factor do you feel has the most impact on family members? Please support your response with examples from readings. What are some of the reasons it is important to include the support persons in the plan of care?
The impact of disease on family members: a critical aspect of medical care.
Images
Chart Chart Color Photograph Chart Chart
Authors:
Golics, Catherine Jane1
Basra, Mohammad Khurshid Azam2
Finlay, Andrew Yule2
Salek, Sam
Source:
Journal of the Royal Society of Medicine. Oct2013, Vol. 106 Issue 10, p399-407. 9p. 1 Color Photograph, 4 Charts.
Document Type:
Article
Abstract:
Most existing health-related quality of life research concerns the impact of disease on patients. However, in several medical specialties including dermatology, oncology, and physical and mental disability, studies have been carried out investigating the impact of disease on the lives of families of patients. The aim of this paper is to review the literature which relates to the impact of disease on family members of patients. The OVIDSP Medline was selected as the primary database, Searches were limited to sources published in English. 158 papers were identified for review. The definition of “family” varied across the literature, and a broad definition was accepted in this review. This review shows that a wide variety of aspects of family members’ lives can be affected, including emotional, financial, family relationships, education and work, leisure time, and social activities. Many of these themes are linked to one another, with themes including financial impact and social impact being linked to emotional impact. Some positive aspects were also identified from the literature, including family relationships growing stronger. Several instruments exist to measure the impact of illness on the family, and most are disease or specialty- specific. The impact of disease on families of patients is often unrecognised and underestimated. Taking into account the quality of life of families as well as patients can offer the clinician a unique insight into issues such as family relationships and the effect of treatment decisions on the patient’s close social group of partner and family. [ABSTRACT FROM PUBLISHER]
Copyright of Journal of the Royal Society of Medicine is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Author Affiliations:
1Centre for Socioeconomic Research, School of Pharmacy and Pharmaceutical Sciences, Cardiff University, King Edward VII Avenue, Cardiff, CF10 3NB, UK, Department of Dermatology and Wound Healing, School of Medicine, Cardiff University, Cardiff, CF14 4XW, UK catherinegolics@hotmail.com
2Department of Dermatology and Wound Healing, School of Medicine, Cardiff University, Cardiff, CF14 4XW, UK

Assignment:Discuss Health Informatics
Assignment:Discuss Health Informatics
Week 1 discussion
In 1–2 paragraphs, describe issues and trends that affect health informatics. What is the current state of affairs in in general? For example, most facilities have implemented an electronic health record system, but interoperability with their other systems may be an issue. As a nursing informaticist change agent, how can you address these types of concerns in your field?
Week 2 discussion
The role of the informaticist is to facilitate innovative project solutions, encourage team collaboration, help staff learn new systems, etc. What part does research and investigation into specific issues, problems, and trends play in the role of the informaticist? What competencies and skill sets are required for managing change that is based on research?
Week 3 discussion
When you delve into research, you may find an exhaustive amount of information on your topic. How will you organize your research? What strategies or tools will you use to keep track of everything you are reading, referencing, and synthesizing? In your post, list the keywords you will use to search your topic. Provide suggestions to your peers for focusing the search or for searching subtopics.
Week 4 discussion
There are many possible sources of literature available, including the West Coast University library electronic databases (Medline, Cinahl, ProQuest, LexisNexis Academic, and PubMed) and online journals provided by informatics organizations. Which specific scholarly articles did you use for your literature review and why did you choose them for your topic?
Week 5 discussion
Share the theoretical or conceptual framework that you are using in your research proposal. Explain why you chose/developed this framework. Reference any nursing theoretical underpinnings if it supports your framework. How do you see this research as eventually helping the nursing profession or informatics specialists in general?
Week 6 discussion
DQ1 Although you are not implementing your project at this point and conducting studies with human participants, IRB is an important step in research. State the required components one should look for in a project to determine if IRB submission is needed. Discuss an example of a research study found in one of your literature review articles that needed IRB approval. Specifically, describe why IRB approval was needed in this instance.
DQ2 Visit the Yale Center for Bioethics Cases in Research Ethics website. Choose one of the three cases below to read and respond to in this week’s discussion. Be sure to read the background of the study, the ethical and regulatory issues raised by the IRB, and the comments presented at the end of each case.
Choose from one of these three cases:
Case 1: Payments to subjects who are substance abusers
Case 5: Reasonable right to privacy for patients accessing hospital services
Case 6: An ethnographic study of homeless adolescents
Address the following in your response:
Identify the key ethical issues that are questioned in this case and the category of risk: physical, psychological, social, or economic harm.
Do you feel the level of questioning and concern by the IRB was appropriate? Were you surprised by any of the IRB’s decisions? Explain.
Identify a risk or red flag in this study that you may not have considered on your own prior to reading this study.
Present a new perspective you gained about the IRB, the type of study you read about, the ethics involved, or human subject research processes.
In your replies to peers, respond to at least one peer who chose a different study.
Week 7 discussion
All research projects are based around variables, which are essentially the characteristics of an individual, group, or the environment that is of interest in a research study. Variables can be straightforward and measurable (e.g., gender, age, amounts, funding). Variables can also be complex (e.g., socioeconomic status of a group, attitudes toward a topic, aspects of a system). Now that your research topic has been identified and you have reviewed the overall literature and constructed your framework, you should identify the key variables of interest. In the discussion board this week, free write a list of variables that revolve around and within your topic of study. Are there variables that are of particular interest or focus in your study? Can you narrow your study down based on your list of variables? Is there anything you need to do to narrow your scope of research and your research questions?
Week 8 discussion
In session B of the Culminating Experience, you will be diving into the methodology you would use if you were to conduct your research. The methodology section describes the specific procedures or techniques used to identify, select, and analyze data in order to understand your identified research problem. The methodology section of a research paper answers two main points: how the data was collected and how it was analyzed. This week, post a preliminary outline about your proposed methodology for your research problem. If you were to move to full implementation, how would you collect and analyze the data? Would your study be qualitative or quantitative and why? In week 1 of Session B, you will submit your full methodology draft for your proposal, so please use this forum to help formulate your ideas.
Week 2 Problem Identification, Research Questions, and Description
This week, submit a 1–2 page problem identification and description of the project you have chosen for your culminating project that includes:
A cover page
A title and abstract: 150–200 words describing the project
A problem statement, problem identification, or purpose of the project: Provide a concise statement of the problem, need, or questions being investigated. Give a clear and explicit statement of the problem, including the target population and background information relative to the specific problem. Include 1–2 research questions that you will explore within your research.
A preliminary review of the literature: List, reference, and summarize 3–4 peer-reviewed sources that support your identified project and the need for change, the issue at hand, or the need for further research. Be sure that the data supports the need for investigation or change and that your problem is not one that has already been widely solved.
You will have opportunities to refine your problem statements and research questions throughout this course. Be sure to review your instructor’s feedback.
Week 4 Integrative Literature Review
Write a literature review of your topic using peer-reviewed articles and books, as well as non-research literature such as evidence-based guidelines, toolkits, and standardized procedures. Identify and cite all sources of data according to APA guidelines.
In at least 5 pages:
Critique the most current research to support your problem; this research will help drive the focus of your project.
Summarize the key findings of the research and it’s relevancy to your project.
Describe any gaps in knowledge that you found and the effects this may have on health informatics as it relates to your project topic. The literature review should be a synthesis of how each article or study relates to your project.
When writing your literature review, remember to include subtopics to your main topic and gather data on these areas as well.
Your integrative literature review should be at least 5 pages in length, not including the cover or reference pages, and must contain a minimum of 10 scholarly articles published within the past 5–7 years.
This literature is considered a draft and will need to be revised for integration into your final paper. Please make sure to review your instructor’s feedback.
Week 5 Theoretical or Conceptual Framework
This week, review your literature and look for gaps of knowledge in your topic. What is missing? What questions do you still have that you can potentially solve in your research? Compose a 2- to 3-page paper that outlines the framework for your research project.
Address the following:
Explain the problem and briefly summarize the research you have completed in your literature review.
Define any gaps or relationships that are apparent and how you will address them in your project. Be sure to reference back to your research questions and problems to ensure that the gaps correlate with your problem and questions.
Demonstrate that the solution you propose is not based on your personal opinions or guesses, but are formed from the facts that you have read from the authors of the previous research.
You may find that you are adding onto your references and your literature review based on new investigation and that is okay!
Explain your perspective and reference any nursing or informatics theoretical underpinnings if it supports your framework.
Week 7 Predictions, Outcomes, and Variables
Develop your project predictions and desired outcomes portion of your paper using the following as starting points:
Describe the desired outcomes: Specifically, state the purpose, focus, and viewpoint of the project as well as its expected accomplishments. While you may not be implementing your project, you should have a goal in mind that relates to solving your problem.
A project goal should reference the project’s benefits in terms of cost, time, and/or quality that address needs or changes, results, impacts, or consequences that the project has on people, programs, or institutions.
Goals and objectives should be measurable, shared, and hypothetically agreed on by all key stakeholders. They are directly linked to the concept of project success factors.
What variables need to be considered and would you have control over them? For example, if you were to implement a department wide system change, would budget be an issue and how would you address that variable?
If you were to implement your study, how would you gather data? Would the focus be qualitative or quantitative?
What will your research provide to the community or to social change?
In the statistical sense, what is already known about your problem? Cite evidence from your literature review.
Assignment:Discuss Health Informatics
Assignment:Discuss Health Informatics
Compose a 2- to 3-page paper that addresses the intended outcomes of your project.

Discuss:Portrayal of elderly characters
Discuss:Portrayal of elderly characters
Week 1 discussion
Question 1
Watch at least 60 minutes of TV, focusing on the depiction of older adults. Analyze and discuss TV programming in the context of at least two of the following:
Portrayal of elderly characters
Intergenerational themes
Conflict in relation to the older population
Aging stereotypes or myths
Cultural diversity in relation to quality of care
Question 2
Discuss your own philosophy of aging. When do you think a person becomes elderly? What do you think of older people? Are they active, senile, debilitated, etc.? Give a description of an elderly person that you know.
Abstract
Stereotypes arise in children’s lives from their direct experience and also from the media. Today, television and movies serve as an important socializing function supplying many children with images that can form, change, and reinforce stereotypes. Researchers have found that by the time children enter elementary school, they have already developed negative views of older adults. This research examines the representation of older people in Disney animated film in terms of their gender, race, appearance, role, personality, and physical characteristics of older characters. Disney films hold a prominent position in children’s media consumption and children today come to know Disney’s characters and stories just as their parents and grandparents. The findings indicate that while the majority of older characters are portrayed as positive characters, there is still a large percentage that is portrayed in a negative manner. These results help explain why children have negative feelings toward older people.
Previous article in issue
Abstract
Stereotypes arise in children’s lives from their direct experience and also from the media. Today, television and movies serve as an important socializing function supplying many children with images that can form, change, and reinforce stereotypes. Researchers have found that by the time children enter elementary school, they have already developed negative views of older adults. This research examines the representation of older people in Disney animated film in terms of their gender, race, appearance, role, personality, and physical characteristics of older characters. Disney films hold a prominent position in children’s media consumption and children today come to know Disney’s characters and stories just as their parents and grandparents. The findings indicate that while the majority of older characters are portrayed as positive characters, there is still a large percentage that is portrayed in a negative manner. These results help explain why children have negative feelings toward older people.
Previous article in issue

Assignment: Aspects of Healthcare
Assignment: Aspects of Healthcare
Week 1: The Changing Aspects of Healthcare
No unread replies. 3 3 replies.
This week’s graded discussion topic relates to the following Course Outcome (CO).
CO1 Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO 2)
Healthcare reform is a term that is ever present in our practice settings and will not disappear any time soon.
Review the article below and answer the following questions.
Buerhaus, P. I., Skinner, L. E., Auerbach, D. I., & Staiger, D. O. (2017). Four challenges facing the nursing workforce in the United States. Journal of Nursing Regulation, 8(2), 40-46. . doi:10.1016/S2155-8256(17)30097-https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S2155825617300972&site=eds-live&scope=site (Links to an external site.)Links to an external site.
Select one of the four challenges and expand on how your workforce has responded to the change.
How have these challenges affected the access to care for your patients?
What can you do to decrease the effect on your patients? Provide a specific example.
This week’s graded discussion topic relates to the following Course Outcome (CO).
CO1 Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO 2)
Healthcare reform is a term that is ever present in our practice settings and will not disappear any time soon.
Review the article below and answer the following questions.
Buerhaus, P. I., Skinner, L. E., Auerbach, D. I., & Staiger, D. O. (2017). Four challenges facing the nursing workforce in the United States. Journal of Nursing Regulation, 8(2), 40-46. . doi:10.1016/S2155-8256(17)30097-https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S2155825617300972&site=eds-live&scope=site (Links to an external site.)Links to an external site.
Select one of the four challenges and expand on how your workforce has responded to the change.
How have these challenges affected the access to care for your patients?
What can you do to decrease the effect on your patients? Provide a specific example.

Discuss:Transcultural Nursing Skills
Discuss:Transcultural Nursing Skills
The Course Outcomes covered this week are CO2 and CO4
CO2: Describe cultural differences related to drugs
CO4: Perform a culturally competent nursing assessment (PO7)
Nurses complete assessments on individuals on a daily basis Self-assessments are in order before considering our abilities to provide culturally competent nursing care
Complete Transcultural Nursing Skills Self-Assessment Form (Links to an external site)Links to an external site
Note the number of No answers in your self-assessment Share one or two of your No answers with your classmates, and describe how you will convert the No to a Yes over the next few weeks
What interventions are needed to turn each No into a Yes response?
ntroduction
It is useful to define the culture before discussing the term. According to the definition made by Turkish Language Institution Culture, the culture is described as the sum of all the material and spiritual values created in the process of social development and the tools that are used to create and hand these values down to next generations and show the extent of the man’s authority and control over their natural and social environment [1].
According to another definition, the culture is the general total of beliefs, attitudes and behaviors, customs and traditions, learned and shared values, and sustains its existence through learning and teaching of attitudes, actions and role models [2].
As it can be understood from these definitions, culture is a non-written link from the past to the present day, bridging the individuals in society. As a phenomenon, The term “culture,” which diversifies in each community and so is experienced differently, also affects the way individuals perceive the phenomena such as health, illness, happiness, sadness and the manner these emotions are experienced [3].
Culture is a relative concept that varies according to health cultures as well as affecting the perception of health [4].
Health is determined by biological and environmental factors as well as by cultural practices [5].
Culture affects many aspects of human life, such as parental attitudes, child rearing patterns, how to speak, what language to speak, how to dress, believe, treat patients, what to do with and how to feed them and to deal with funerals [6, 7].
Individuals’ health behaviors and health perceptions are regarded inseparable from each other. Communities having endeavored to maintain their cultural characteristics for centuries have passed down this on their health behaviors and strived for finding cures to their health problems in their cultural lives. Types of food, cooking methods, sleeping habits, dressing patterns, forms of treatment of diseases, housing and residence, perception of diseases, modes of acceptance of innovations are characteristics varying from culture to culture and intertwined with culture. It is known that people cannot act independently of the culture they live in [8].
Culture is influential at many levels in health, ranging from the formation of new diagnostic groups, to the diagnosis of disease to the determination of what is called a disease or not symptoms and disease cues [6, 7].
However, in almost all regions of the world, wars, ethnic conflicts, repressive regimes, environmental and economic crises along with globalization have forced many people to abandon their country and migrate in their country or to immigrate other countries as refugees. As a result, multicultural populations comprised of individuals, families and groups from different cultures and subcultures are rapidly emerging all around the world [9, 10, 11].
2. Cultural factors affecting health and disease
In order to improve the health behaviors of the community, cultural factors affecting health behavior and health care services need to be clearly recognized [12, 13].
The individuals’ beliefs about health, attitudes and behaviors, past experiences, treatment practices, in short their culture, play a vital role in improving health, preventing and treating diseases [14].
Cultural variables can be motivational factors in health-disease relationships, [8].
2.1. Cultural factors/variables can be listed as in the following list
Socioeconomic status
Family pattern
Gender roles and responsibilities
Marriage patterns
Sexual behavior
Preventive patterns
Population policy
Pregnancy and birth practices

Assignment:Models of Transcultural Nursing
Assignment:Models of Transcultural Nursing
The Course Outcome covered this week is CO1.
CO1: Identify theories, concepts, and beliefs related to transcultural nursing. (PO1)
Chapter 1 of Andrews and Boyle (2016) discusses Leininger’s Sunrise Model of transcultural nursing. However, other models are described and are important to acknowledge, as well. An outstanding resource may be found at the Transcultural Nursing Society’s (TCNS) website.
Locate the website for TCNS (http://www.tcns.org (Links to an external site.)Links to an external site.). Click on the Theories tab.
Besides the Leininger and Purnell models, describe one model.
Explain how you may use the model in your practice setting.
Week 2 discussion
Transcultural Nursing Skills Self-Assessment
The Course Outcomes covered this week are CO2 and CO4.
CO2: Describe cultural differences related to drugs.
CO4: Perform a culturally competent nursing assessment. (PO7)
Nurses complete assessments on individuals on a daily basis. Self-assessments are in order before considering our abilities to provide culturally competent nursing care.
Complete Transcultural Nursing Skills Self-Assessment Form (Links to an external site.)Links to an external site.
Note the number of No answers in your self-assessment. Share one or two of your No answers with your classmates, and describe how you will convert the No to a Yes over the next few weeks.
What interventions are needed to turn each No into a Yes response?
Week 3 discussion
Healthcare Needs of a Specific Minority Group
The Course Outcomes covered this week are below.
CO2: Communicate effectively with culturally diverse individuals, families, and organizations. (PO3)
CO4: Perform a culturally competent nursing assessment. (PO7)
Each of our communities is comprised of groups that we consider minorities.
Name and describe the healthcare needs of a minority group in your community/city.
Describe the characteristics of the group and opportunities you see for improving the health of the group.
How can you use your enhanced communication skills to share your concerns with the “powers that be” in your community to improve their healthcare status?
Week 4 discussion
Common Illnesses and the Use of CAM
The Course Outcome covered this week is CO1.
CO1: Identify theories, concepts, and beliefs related to transcultural nursing. (PO1)
We encounter patients after they have explored various avenues of self-help. At times, these avenues involve the use of complementary and alternative medicine (CAM). Our readings this week are very helpful.
Select a common (or not so common) illness or condition that affects a specific ethnic group.
Identify two (2) CAM therapies that patients are likely to try before seeking (or in addition to) allopathic, osteopathic, or ayurvedic medical intervention for the illness or condition.
Discuss the effectiveness of each therapy you identified.
Note: Do not discuss an illness or condition about which a classmate has already posted. The diversity will lead to a more robust discussion. There are many examples you may discuss, including sickle-cell disease in African Americans, constipation in the elderly people, or the use of Reiki for mental and emotional healing by Japanese people. Think of others from your practice settings or prelicensure experiences.

Assessment: Family Genetic History
Assessment: Family Genetic History
Family Genetic History Guidelines
Updated 7/2018
Purpose
This assignment is to help you gain insight regarding the influence of genetics on an individual’s health and risk for disease. You are to obtain a family genetic history on a willing, nonrelated, adult participant. NOTE: failing to complete this assignment using an adult participant other than yourself will result in a 20% penalty deduction being applied.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO3: Utilize effective communication when performing a health assessment. (PO3)
CO5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO6)
Points
This assignment is worth a total of 150 points.
Due Date
The Family Genetic History Assignment is to be submitted at the end of Week 2.
Disclaimer
When taking a family genetic history on an actual client, it is essential that the information is accurate. Please inform the person you are interviewing that they do not need to disclose information that they wish to keep confidential. If the adult participant decides not to share information, please write, “Does not want to disclose.” If the client fails to disclose answers to several items, you will need to find another client who is willing to share.
You are required to use the assignment specific item(s) (article/systematic review/topic/form/templates) or you will earn a “0” for the assignment. In addition, assignments that do not follow the current guidelines or use the required item, as defined above, will be evaluated for evidence of an academic integrity violation.
After the due date, there will be no opportunity for revision or resubmission of assignments that have been uploaded to the submission area. This includes blank, incomplete, incorrect file, and/or incorrect file format documents. It is your responsibility to submit the correct completed assignment in the correct format to the correct submission area. Your last submission before the due date will be graded. You may not resubmit after the due date with a different file and incur a late deduction per the Late Assignment policy.
Directions
Refer to the examples in Chapter 4 of your textbook that discuss development of a genogram.
Download the required NR305_Family_Genetic_History_Form (Links to an external site.)Links to an external site.. You will document the adult participant’s family genetic history using this MS Word document.
Complete the family genetic history using the information that the adult participant is willing to share with you. The focus of this course is on the normal healthy individual so your paper does not need to contain much medical/nursing detail. Refer to your textbook or the Internet to learn what impact the family’s health history may have on the adult participant’s personal state of wellness both now and in the future. This paper does not require APA formatting, but you are expected to write clearly and use proper grammar and spelling. Developing a pictorial genogram using symbols to identify certain relationships (e.g., divorced, sibling, deceased, etc.), may provide more insight, however, drawing may be difficult to accomplish with MS Word, therefore you are not expected to use symbols, lines, or other drawing elements. Instead, describe the relationships among the various people in the adult participant’s family’s genetic history. Remember, the goal is not to learn how to draw with Word, but to gather information about the family and recognize its significance to the adult participant and that person’s health.
You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.
Save the completed form by clicking on Save as and add your last name to the file name, for example, NR305_Family_Genetic_History_Form_Smith.
Submit the completed form to the Family Genetic History form by Sunday, 11:59 p.m. MT at the end of Week 2. Please post questions about this assignment to the weekly Q & A Forums so the entire class may view the answers.

Assignment: Anesthesia Care Unit
Assignment: Anesthesia Care Unit
TOPIC Robins, H., & Dai, F. (2015). Handoffs in the Postoperative Anesthesia Care Unit: Use of a Checklist for Transfer of Care. AANA Journal, 83(4), 264-268.
Directions:
1. Carefully read the Professional Paper Worksheet Guidelines and Rubric found in Week 4 Assignments area, which provides specific details on how to complete this assignment.
2. Rename this template by clicking Save As. Change the file name so it reads Your Last Name Professional Paper Worksheet.docx. For example, if your last name is Smith, type Smith Professional Paper Worksheet.
3. Save the document as a .docx file . See instructions in Week 4 Professional Paper Worksheet Assignment page.
4. Type your name and date at the top of this template.
5. Type your answers directly on the template. Follow all instructions on this Template and the Guidelines document (including the Rubric). Save frequently to prevent loss of your work.
6. Submit this completed assignment in the Week 4 Assignments area by the end of Week 4, Sunday at 11:59 p.m. MT.
7. Post questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail private questions to your instructor
Item Instructions
Type your answers below
Page numbers in Hood textbook on the assigned paper topic:
Clearly state page numbers in Hood textbook that correspond to the assigned paper topic.
General Reference Form
Type the general reference form for a journal article from Publication Manual of the APA from page 198.
Reference for Journal Article:
Create a reference for the assigned article using correct APA format including: author(s), year, article title, journal name, volume number, issue number, page numbers, italics, parentheses, punctuation, double line spacing, and hanging indent. Include DOI if available.
[See page 198 in APA Manual and page 5 from Chamberlain Guidelines for Writing Professional Papers]
NOTE: Do not use reference or citation examples found in the library database.
Quotation with Citation:
Type a quotation (10–25 words) from the assigned article using correct APA citation including quotation marks, authors’ names, year, page numbers, and parentheses. Do not use words or ideas the authors cited from another source.
[See pages 170-171 and 177 in APA Manual and page 5 from Chamberlain Guidelines for Writing Professional Papers]
Paraphrased Area and Citation:
Type appropriately paraphrased version of the words quoted in the section above using correct APA citation including authors’ names, year, and parentheses. Do not use words or ideas that the authors cited from another source.
[See pages 171 and 177 in APA Manual and page 5 from Chamberlain Guidelines for Writing Professional Papers]
Professional Paper Outline:
Develop outline on the assigned topic for professional paper including introduction, 2 subtopics consistent with each of the two main topics provided, and conclusion (summary and concluding statements). Excellent specifics used.
Introduction
· Paper topic is Communication
· [type definition of topic in relation to professional nursing here]
Essential Principles of Communication in Professional Nursing (first main topic)
· [type required first subtopic here]
· [type required second subtopic here]
Advantages of Using a Formulated Checklist for Handoff Communication(second main topic)
· [type required first subtopic here]
· [type required second subtopic here]
Conclusion
· [type summary statement here]
· [type concluding statement here]
Week 6 Professional Paper Assignment
Professional Paper Guidelines and Grading Rubric
Updated 7/2018
PURPOSE
The purpose of this assignment is to allow the learner to demonstrate writing skills, organizational skills, and ability to correctly present ideas and credit others in APA formatting when writing a professional paper.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO3: Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students. (PO3)
CO4: Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO4)
CO5: Apply concepts of professionalism when planning for personal, intellectual, and professional development. (PO5)
CO9: Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using resources provided to Chamberlain students. (PO5)
DUE DATE
Submit the assignment Sunday, 11:59 p.m. MT. (check your Canvas calendar for your local time).
POINTS
This assignment is worth a total of 225 points.
PREPARING THE Professional Paper
Carefully read these guidelines including the Rubric, which may be found in the Gradebook.
Download the NR351 Professional Paper Template (Links to an external site.)Links to an external site.. Rename that document as Your Last Name Professional Paper.docx. Save it to your own computer or drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Remember that only Microsoft Word 2010 or a later version is acceptable. The document must be saved as a .docx. Save frequently to prevent loss of your work.
Mechanics of the Professional Paper include:
Times New Roman size 12 typeface (font) double spaced with 1-inch margins
No abstract
Correct APA format
Correct spelling, apostrophe use, grammar, punctuation, paragraphing, and sentence structure
Contents must include Title Page, body of the paper (500-600 words including Introduction, two Main Points and subpoints from your Professional Paper Worksheet outline including revisions suggested by instructor, and Conclusion), and References page.
Two Main Points and Conclusion will be Level 1 headings. No Level 2 headings are to be used for this short paper.
References should only include your Hood textbook and the assigned article found here:
https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mdc&AN=26390744&site=eds-live&scope=site (Links to an external site.)Links to an external site.
Contents of the paper must include any revisions suggested by your instructor in Professional Paper Worksheet feedback.
When your assignment is complete, save and close your Professional Paper. When you are happy with your paper, submit it and check your TurnItIn similarity index to see if it is below 25%. You may resubmit up until the due date if you wish to make changes. The last version you submit prior to the deadline will be graded. Per Chamberlain policy, any final paper submitted with a similarity index greater than 24% will be investigated for potential plagiarism.
**Academic Integrity Reminder**
Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.
TOPIC Robins, H., & Dai, F. (2015). Handoffs in the Postoperative Anesthesia Care Unit: Use of a Checklist for Transfer of Care. AANA Journal, 83(4), 264-268.