Please respond to each person with 1-2 paragraphs (1. ANGELITA, 2. MA, 3. MERY, 4. RICHARD, 5. JENNY, 6. JETHRO, 7. LILIANNIS, 8. RIPSIME 9. LYNDSAY, 10. MEGAN). Include in-text citations and references if needed.
1. ANGELITA (521) DB1
“As a healthcare professional, balancing patient autonomy and professional responsibility is essential to ensure the patient’s well-being and avoid conflict of interest. In the presentation, Jasmine was impatient and resistant to taking the test to rule out pregnancy. As a patient, she has the right to react this way because she is a minor and does not know what to expect, but this should not stop Althea from performing her duty. As a healthcare provider, Althea has a responsibility to perform specific diagnostic procedures as well as to ensure Jasmine’s well-being, which includes ruling out pregnancy first before prescribing medications. This step is essential, especially for childbearing-age patients like Jasmine, because if she fails to perform this procedure, it may compromise Jasmine’s health and the growing fetus if she’s indeed pregnant. However, Jasmine also has the right to decide on the health care treatment and procedures she wants to receive, including refusing specific tests and treatments. Ethically, Althea’s persistence in ruling out pregnancy before prescribing medications is justified because the medication’s potential harm to a fetus outweighs Jasmine’s refusal to take the test. Althea must also respect Jasmine’s autonomy and not force her to take the test against her will (Pozgar, 2015, p. 10). In resolving potential conflict, Althea could have an open discussion with Jasmine, explore concerns about her resistance to taking the test, and discuss the potential risks of taking medications without ruling out pregnancy. Althea could also explore safer alternative treatments if Jasmine is pregnant.
Informed consent is essential in healthcare because it provides the patient with all the necessary information to help them make an informed decision regarding their treatment. Althea can ensure that Jasmine fully understands the importance of ruling out pregnancy by explaining to her the possible harmful side effects of medications. Imagine what would happen to her and the growing fetus if she took medications without ruling out pregnancy first? We can think of anything. Therefore, a thorough assessment, good communication skills, and upholding compassionate care are essential in handling Jasmine’s situation to help her decide what to do next (Popa-Velea O, & Purcărea VL., 2014).
The ethical implication of proceeding with medication without ruling out pregnancy is that Althea could be held responsible for not taking necessary precautions. As a result, this could lead to professional misconduct and legal consequences as well as physical and emotional harm for Jasmine and the potential child.
References
Pozgar, G. D. (2015). Legal and ethical issues for health professionals. Burlington, MA: Jones
&Bartlett Learning. Retrieved from
https://online.vitalsource.com/reader/books/978128…
Popa-Velea O, Purcărea VL (2014). Issues of therapeutic communication relevant for improving Quality of care. J Med Life. 2014;7 Spec No.
4(Spec Iss 4):39-45. PMID: 27057247;PMCID: PMC4813615. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC48136…“
2. MA (521) DB 1
“I believe that it is ethical for Althea to be insistent about ruling out pregnancy, even if the patient is resistant. First and foremost, I really appreciate how Althea explained to the patient the reason and importance of the pregnancy test prior to prescribing any medication. A teen/minor might not understand why the medical provider is doing certain tests. When Althea explained to the patient the reason why, she was more inclined in doing the test. Painting a clear picture of what the plan of care is will educate the patient. Under the California Family Code states, “a minor may, without parental consent, receive services related to sexual assault, pregnancy and pregnancy-related services, family planning, sexually transmitted diseases, drug and alcohol abuse, and outpatient mental health treatment and counseling.” (DHCS, 1997). One of the ethical principles of nursing is Nonmaleficence. If Althea proceeded with the medication without ruling out pregnancy there is a possibility she can either harm the patient and/or the baby which is ultimately unethical.
Reference
MEDI-CAL ELIGIBILITY PROCEDURES MANUAL SECTION: 50147.1; 50163 MANUAL LETTER NO.: 183 DATE: 8/12/97 4V-1. (n.d.). https://www.dhcs.ca.gov/services/medi-cal/eligibil…“
3. MERY (535) DB 1
“Hi all,
As an educator, embracing the diversity in today’s nursing classrooms is essential. Students arrive with many backgrounds, experiences, and perspectives that can enrich learning for all. My teaching philosophy would center on incorporating students’ unique identities and stories into the curriculum. For instance, when discussing health disparities, I would facilitate small group dialogues where students share personal experiences with discrimination or bias in healthcare settings. This brings textbook concepts to life and fosters greater empathy and cultural awareness. Small groups promote cross-cultural dialogue and non-competitive learning methods (Inclusive Classroom Climate, 2021). During lessons on communication, we could analyze case studies featuring patients from different generations, examining how age and life stage impact health beliefs and behaviors. Students could reflect on communicating with older relatives and identify best practices for showing respect.
I would also ensure my instructional methods appeal to diverse learning styles. Some students absorb material best through lectures and note-taking, while others prefer hands-on activities. To reach both types of learners, I would explain a concept and then have students work in pairs to apply that knowledge to a practice scenario. This engages auditory and kinesthetic learners. I will encourage students to share knowledge from their cultures that could inform treatment plans. I can also foster an inclusive environment where students feel comfortable expressing themselves. This may involve establishing ground rules, using gender-neutral language, and facilitating respectful dialogue around controversial issues (Inclusive Classroom Climate, 2021). Promoting empathy and open-mindedness creates psychological safety for sharing personal experiences related to course material.
By valuing each individual’s thinking and seeing diversity as an asset, I hope to create an inclusive environment where all students feel empowered to think critically. Their unique lenses are vital to developing the cultural competence and patient-centered perspective nurses need today. My role is guiding students to share and connect their experiences in ways that enrich their learning and growth as future healthcare leaders.
References:
Inclusive classroom climate. (2021, June 30). Poorvu Center for Teaching and Learning. https://poorvucenter.yale.edu/ClassClimates“
4. RICHARD (535) DB 1
“Nursing instructors should work to incorporate the experiences and backgrounds of nursing students by building and maintaining a positive, nonjudgmental classroom where students feel free to share. At the beginning of the class, instructors should encourage students to introduce themselves and give a brief statement about their background and experiences to ensure the instructor and fellow students are aware of the culturally diverse environment they are a part of. If students are reluctant to share in front of the entire class, breakout groups could be utilized so that students are sharing in front of a smaller group. A successful instructor should be able to take these backgrounds and experiences of their students and show that they value them and value their input in the classroom. Critical thinking can be encouraged through asking open-ended questions to the class that require discussion as a group. As Provenzano (2023) notes, “[w]hen we pose open-ended questions, we create space for classroom discourse inclusive of diverse, perhaps opposing, ideas—grounds for rich exchanges that support deep thinking and analysis” (para. 8). As a teacher, I would ensure every student felt like they are understood and included and felt comfortable sharing their ideas and beliefs. This would hopefully help students begin to understand and recognize certain cultural beliefs and possibly even customs. This creates a classroom where students begin to feel comfortable in a diverse environment which will help caring for culturally diverse patients once they graduate.
Reference:
Provenzano, N. (2023, March 23). Helping Students Hone Their Critical Thinking Skills. Edutopia. https://www.edutopia.org/article/teaching-critical…“
5. JENNY (535) DB 2
“In designing learning experiences for nursing students, nurse educators must consider how each student learns best while also encouraging them to be open to different methods of learning. It’s like finding a middle ground between what students prefer and what might challenge them to try new ways of learning. One way to start is by figuring out how each student likes to learn. Some students might like listening to lectures, while others prefer doing hands-on activities or talking in groups (Mangold et al., 2018). I know that when I was in nursing school I learned and retained information so much better when there was hands-on experience as compared to sitting and learning from textbooks or reading materials. Knowing this helps educators adjust their teaching to suit everyone’s needs.But it’s also important not to get stuck only doing what students like. While it’s good to make learning enjoyable, it’s also important to expose students to different ways of learning. This helps them become more flexible learners, ready to tackle any situation in their nursing careers (Mangold et al., 2018). Encouraging students to try new things and step out of their comfort zones is crucial for their growth. This can involve doing activities that make them think hard, solve problems, and use what they’ve learned in different ways. For example, they could work on case studies or practice skills in simulations.It’s also helpful for students to think about what works best for them and what doesn’t. This self-awareness helps them become better learners and keeps them curious about learning new things even after they finish school (Mangold et al., 2018).
Mangold, K., Kunze, K. L., Quinonez, M. M., Taylor, L. M., & Tenison, A. J. (2018). Learning Style Preferences of Practicing Nurses. Journal for nurses in professional development, 34(4), 212–218. https://doi.org/10.1097/NND.0000000000000462“
6. JETHRO (535) DB 2
“As a nurse educator, it is critical to design diversified learning experiences that cater to the varied learning styles and abilities of students. This can be accomplished by implementing a multimodal teaching approach, integrating lectures, discussions, hands-on activities, simulations, and case studies. For instance, visual learners might benefit from diagrams and flow charts, auditory learners from lectures and discussions, and kinesthetic learners from simulations and role-play exercises (Bay Atlantic University, 2021). However, it is essential not just to accommodate students’ preferred learning styles but also to encourage them to venture outside their comfort zones. This approach is based on the rationale that real-world clinical situations will not always cater to their preferred learning styles (Billings & Halstead, 2016). This, preparing students to learn in varied ways, equips them to be adaptable, versatile, and resilient in their professional practices.
Furthermore, this perspective is consistent with the argument that the scholarship of teaching is founded on the scholarship of discovery, integration, and practice (Billings & Halstead, 2016). It emphasizes the need for developing innovative curricula and teaching methods that actively engage students in the learning process. Moreover, the National League for Nursing’s Core Competencies of Nurse Education also underscores the importance of implementing a variety of teaching strategies appropriate to learner needs and desired outcomes, grounding these strategies in evidence-based teaching practices (Billings & Halstead, 2016). In conclusion, while it’s critical to recognize and accommodate students’ preferred learning styles, it is equally powerful to encourage flexibility and openness to various learning methods. This approach will not only enhance their learning experience but also prepare them for the diverse and unpredictable nature of nursing practice.
Reference:
Bay Atlantic University. (2021, September 27). Types of Learning Styles The Definitive Guide. https://bau.edu/blog/types-of-learning-styles/Links to an external site.
Billings, D.M., & Halstead, J.A. (2016). Teaching In Nursing: A Guide for Faculty. (5th Edition). Elsevier Inc. https://online.vitalsource.com/reader/books/9780323290548/epubcfi/6/8[%3Bvnd.vst.idref%3Db9780323290548099929]!/4/2/4/2[CN]:”
7. LILIANNIS (561) DB 1
“After completing the simulation “Pathways to Safer Opioid Use,” I was able to reflect on my current role as an Emergency Department nurse; I frequently encounter patients with acute and chronic pain. Pain management can be complex, but I have empowered patients to make lifestyle modifications through education. Although drugs are effective at pain relief, nonpharmacological therapies can be implemented to reduce the use of medications for pain management. Heat therapy has been proven effective for the management of acute neck and back strain in the ED, especially in the elderly population. It has decreased pain and improved range of motion (Motov et al., 2021). One Strategy used in the simulation I use, although in James’ case, it was not, is medication reconciliation, which can be vital to avoid medication errors. One of the biggest challenges I encounter when improving health literacy is education barriers. Not everyone is health literate, and ensuring education is thoroughly discussed with patients can minimize these barriers. Some patients might have language barriers, so ensuring education is provided in the patient’s preferred language can ensure they understand the care plan.
Reference
Motov, S. M., Vlasica, K., Middlebrook, I., & LaPietra, A. (2021). Pain management in the emergency department: A clinical review. Clinical and Experimental Emergency Medicine, 8(4), 268–278. https://doi.org/10.15441/ceem.21.161“
8. RIPSIME (561) DB 1
“Empowering patients to make lifestyle modifications is a crucial aspect of health promotion, and nurses play a significant role in facilitating this process. I myself believe I have empowered a patient to make needed lifestyle modifications despite the barriers that exist in their environment. The patient had a chronic condition, diabetes mellitus 2, and despite environmental barriers, such as limited access to healthy food options and lack of safe spaces for physical activity, I worked with the patient to develop practical and achievable lifestyle modifications. This included creating a tailored nutrition plan, incorporating at-home exercises, and exploring community resources that align with the patient’s capabilities and limitations.
Some of the biggest challenges I encountered when trying to improve health literacy is language barriers, low health literacy levels in certain populations, and time constraints during healthcare interactions. To address these challenges, using interpreters, providing translated materials, and having additional time for education is essential (Gibson, C., et al, 2022). Collaboration with community organizations and employing a team-based approach can also contribute to overcoming these challenges.
Strategies used in this simulation exercise that I use to improve patient health literacy are utilizing simple and clear language when providing health information and using visual aids. Offering written materials, personalized education plans, and adapted to the patient’s learning style and preferences, can also enhance patient understanding as well (Coughlin, S. S., et al, 2020). In my experience, the effectiveness of these strategies depends on factors such as the patient’s receptiveness, cultural background, and individual learning preferences. It’s important to continuously assess and adjust the approach to meet the patient’s unique needs.
References:
Coughlin, S. S., Vernon, M., Hatzigeorgiou, C., & George, V. (2020). Health Literacy, Social Determinants of Health, and Disease Prevention and Control. Journal of environment and health sciences, 6(1), 3061.
Gibson, C., Smith, D., & Morrison, A. K. (2022). Improving Health Literacy Knowledge, Behaviors, and Confidence with Interactive Training. Health literacy research and practice, 6(2), e113–e120. https://doi.org/10.3928/24748307-20220420-01“
9. LYNDSAY (561) DB 2
- Latino/Hispanic Americans:
- Latino/Hispanic Americans are the highest uninsured race in the US.
- The leading causes of death among Hispanics include heart disease, cancer, unintentional injuries, stroke and diabetes and are significantly impacted by asthma, chronic obstructive pulmonary disease, HIV/AIDS, obesity, suicide, and liver disease (Kudzma, 2023, p. 39).
- Migrant workers are at an increased risk of heat stroke, pesticide exposure and food insecurities.
- 25% of HIV/AIDS are among the Hispanic Americans and death from it is twice as likely.
- Black/African Americans:
- Poverty among the Black/African Americans contributes to the health status as well as social, economic and environmental factors.
- Black/African Americans have higher rates of infant mortality possible due to lack of prenatal care.
- African Americans are affected more by cancer, HIV/AIDS, obesity, diabetes, heart disease, asthma, and hypertension (Kudzma, 2023, p. 40).
- Hypertension (High Blood Pressure): Black/African Americans have a higher prevalence of hypertension compared to other racial/ethnic groups.
- Sickle Cell Disease: Sickle cell disease (SCD) disproportionately affects Black/African Americans, with approximately 1 in 365 Black/African American births being affected by the disease.
While both populations face health disparities, the specific health issues they encounter can vary based on genetic factors, cultural influences, socioeconomic status, and access to healthcare. Addressing these disparities requires tailored interventions that take into account the unique needs and challenges faced by Latino/Hispanic Americans and Black/African Americans, including culturally competent healthcare services, community engagement, and initiatives aimed at addressing social determinants of health.
Kudzma, C.E. E. (2023). Health Promotion Throughout the Life Span (10th ed.). Elsevier Health Sciences (US). https://online.vitalsource.com/books/9780323846295Links to an external site.“
10. MEGAN (561) DB 2
“Hispanics are the largest ethnic group in the U.S. However, many lack health insurance, which leads to more health problems. Hispanics leading causes of illness are heart disease, cancer, and diabetes (Edelman & Kudzma,2022). Research studies have shown that there are distinct differences in health outcomes between Hispanics who were born in their home country and those who were born in the United States. These health disparities could be attributed to various factors, including lifestyle behaviors, economic status, and access to healthcare. US-born Hispanics, for example, face higher rates of obesity, diabetes, and cardiovascular diseases than their foreign-born counterparts. On the other hand, foreign-born Hispanics experience language and cultural barriers, which could affect their ability to access healthcare services and navigate the US healthcare system. Therefore, it is crucial to understand the unique challenges faced by both groups to address the health disparities effectively.
Asian Americans come from a wide range of ethnic and cultural backgrounds, which can significantly influence their health concerns. For instance, some Asian Americans have a higher risk of developing certain chronic diseases such as diabetes, hypertension, and heart disease. Moreover, there are significant differences in lifestyles, dietary habits, and access to healthcare services among Asian Americans. Asian Americans are seen as a very hardworking and intelligent ethnic group (Edelman & Kudzma,2022). Asian Americans have a healthier lifestyle and a longer lifespan than most Americans. Just like Hispanics, Asian Americans lack health insurance and have a language barrier hindering them from receiving care.
References:
Edelman, C., & Kudzma, E. C. (2022). Health promotion: Throughout the life span. Elsevier.”
