Bridge to Nclex Examination Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Bridge to Nclex Examination Assignment
The number of the question corresponds to the same-numbered outcome at the beginning of the chapter.
What are the leading determinants of a patient’s health (select all that apply)?
Genetics
Health behaviors
Family history of disease
Social and physical environment
Type and quality of medical care received
In identifying patients at the greatest risk for health disparities, the nurse would note that
patients who live in urban areas have readily available access to health care services.
cultural differences exist in patients’ ability to communicate with their health care provider.
a patient receiving care from a health care provider of a different culture will have decreased quality of care.
men are more likely than women to have their cardiovascular disease symptoms ignored by a health care provider.
Forcing one’s own cultural beliefs and practices on another person is an example of
stereotyping.
ethnocentrism.
cultural relativity.
cultural imposition.
Which statement most accurately describes cultural factors that may affect health?
Diabetes and cancer rates differ by cultural/ethnic groups.
There are limited ethnic variations in physiologic responses to drugs.
Most patients find that religious rituals help them during times of illness.
Silence during a nurse-patient interaction means the patient understands the instructions.
As part of the nursing process, cultural assessment is best accomplished by
judging the patient’s cultural values based on observations.
using a cultural assessment guide as part of the nursing process.
seeking guidance from a nurse from the patient’s cultural background.
relying on the nurse’s previous experience with patients from that cultural group.
Nurses play a key role in promoting health equity. An important mechanism to do this is to
discourage use of evidence-based practice guidelines.
insist that patients adhere to established clinical guidelines.
teach patients to use the Internet to find resources related to their health.
engage in active listening and establish relationships with patients and families.
What is the first step in developing cultural competence?
Create opportunities to interact with a variety of cultural groups.
Examine the nurse’s own cultural background, values, and beliefs about health and health care.
Learn about a multitude of folk medicines and herbal substances that different cultures use for self-care.
Learn assessment skills for different cultural groups, including cultural beliefs and practices and physical assessments.
When communicating with a patient who speaks a language that the nurse does not understand, it is important to first attempt to
have a family member interpret.
use a trained medical interpreter.
use specific medical terminology so there will be no mistakes.
focus on the translation rather than nonverbal communication.
Patient Profile
M.S. is an 81-yr-old woman who came to the United States from India 4 years ago with her son and daughter-in-law and their 4 children. She has several health problems, including coronary artery disease, hypertension, osteoarthritis in her right hip, and diabetes.
Her daughter-in-law is the primary caregiver and often brings her to the urban community health clinic for a variety of health-related problems. Recently, M.S. has been having memory problems.
The entire family comes to the health clinic with M.S. Because English is a second language (Hindustani is their first language) for all the adult family members, the staff relies on the oldest granddaughter to interpret.
At this clinic visit, M.S. is presenting with shortness of breath. Through her granddaughter’s interpretation, she tells the nurse that she is having trouble walking up the stairs in the apartment building. The nurse does the history and assessment, checks her blood glucose (which is within normal limits), and tells her that she should get more exercise.
Given M.S.’s memory problems and limited English, the nurse does not complete a 24-hour dietary recall or teach her or the family about diabetes management. M.S. is scheduled for an appointment with the cardiologist for an evaluation of her hypertension and heart disease. Two weeks later, when she sees the cardiologist, her shortness of breath is much worse, and she is having chest pain. She is hospitalized immediately.
Meanwhile, the clinic supervisor is completing a chart audit for the clinic’s quality review program. She is reviewing M.S.’s chart and notices that, although she has been a patient in the clinic for 3 years, she has never received instructions on blood glucose monitoring or general diabetes management.
The clinic has a nurse diabetes educator who teaches individual patients and groups of patients with diabetes. The clinic manager reviews these findings with the nurse and asks why she has not recommended that M.S. see the diabetes educator. The nurse states that with M.S.’s memory problems and the language barrier, she assumed that M.S. and her family would not benefit from the consultation.
Discussion Questions
What type of health disparity has M.S. experienced?
What factors led to her not receiving the standard of care?
What other assessment should have been done at the initial visit?
Patient-Centered Care: What strategies may have worked to enhance patient education?
Patient-Centered Care: How would you assess M.S.’s religious and spiritual needs?
Quality Improvement: If you were the clinic manager, how would you recommend that the nurse improve her practice?
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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