Multicultural Case Study Project
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
Multicultural Case Study Project
Case Study #1
Carol, a 35-year-old woman of African descent, comes to the clinic for a follow-up visit after having an HIV test. Upon receiving her results through the post-counseling interview, it is discovered that Carol is really Carl, a 35-year-old man who has recently been released from prison.Further discussion reveals that Carl participated in receptive anal sex while he was incarcerated. When asked about his sexual orientation, he insists he is heterosexual and goes on to explain that now that he is HIV positive he can never return to his native country in the Caribbean because of the stigma attached to HIV/AIDS.
He gives a series of expressions in Patois (dialect of English) that would be used to describe a person like him and what would be done to such a person. Clearly, Carol is dealing with a series of issues that may pose a challenge to the health care professional.
Discussion Questions
As a health care professional, what can you do to increase your understanding of this patients culture so that you can get this patient into treatment?
How can you find out the meaning of the Patois expressions to better understand this patients issues and provide appropriate medical care?
Discuss other Cultural Competence issues that may impact retention into care and treatment.
Case Study #2
Carmen, a 17-year-old Latina, shows up at a clinic for a gynecological exam. Carmen has been sexually active for over a year, and because she does not use condoms consistently, she is afraid that she may have contracted HIV or another STI.
Carmens mother has insisted on accompanying her to the exam, which she believes, is only to discuss an irregular menstrual cycle that Carmen has been complaining about. When the provider asks Carmen if she would like her mother to stay for the exam, her mother says, Of course she would, she has nothing to hide from me.
As the provider begins to ask Carmen questions related to her sexual health, it becomes obvious that Carmen is uncomfortable answering the questions in front of her mother.
When the provider asks if Carmen has ever engaged in sexual intercourse, Carmen glances over at her mother and then responds, No, of course not. Carmen desperately wants to voice her concerns about the possible contraction of HIV or another disease but she is ashamed to admit to her mother that she has been sexually active, and therefore does not request the appropriate medical screenings.
Discussion Questions
What cultural beliefs and values contribute to Carmens unwillingness to admit her sexual behavior in front of her mother?
How could the health care provider request that Carmens mother leaves the exam room without offending her or implying that Carmen is hiding something from her?
How could the provider successfully address Carmens health concerns and provide Carmen with sexual health information without causing a great amount of family discord between Carmen and her mother?
Discuss other Cultural Competence issues that may impact retention into care and treatment.
Case Study #4
Kerry, a 32-year-old Native American woman from a small reservation in Montana presented to a large urban clinic in the Northwest for care. She was married at age 17 and had contracted HIV from prior IVDU (intravenous drug use). She has been unemployed for the past 10 years. Her husband, Carlos, a Central American immigrant, had been HIV tested and was negative, although Kerry admitted they occasionally had unprotected intercourse.
Her medical history was complicated by periodic alcohol and crack binges, and a history of abnormal Pap smears. Her family and social history revealed childhood physical and sexual abuse, and chemical dependency.Although she had a brother living nearby in the city, she was adamant that he and family in Montana know nothing about her diagnosis or treatment as she feared family revenge.
She did not want her family to try to take her back to the reservation – a place she escaped from and she made it clear she didnt want to return, even after death. Her husband agreed with her decision not to return to the reservation, and noted that her family did not like him, as he was an outsider.Kerry knew that her brother Mike often called the primary care doctor for updates on her condition. The patient reminded her physician that she wanted her diagnosis kept confidential, even if that seemed harmful to others.
She was initially started on antiretroviral therapy, but frequently missed appointments for medical and gynecological care. She occasionally spoke of wanting to see a medicine person through the clinic, but did not follow through on this because the healer was male, and because she occasionally needs drugs.
Her CD4(a type of cell to help with immunity) counts continued to decline, with rising viral load, and she was admitted to the hospitals intensive care unit with opportunistic infection and cardiomyopathy.
She had previously expressed a strong desire to be a no code, but suddenly changed her mind in the ICU(intensive care unit) just prior to her death. After her death, her brother and elder aunt demanded to know her diagnosis. Then they told her husband that they were her blood family, and she
needed to be buried at home, regardless of her wishes, and that he had no legal or other rights to make any decisions.
Discussion Questions:
What are the barriers to care in this case?
What ethical decisions must the health care providers make concerning her diagnosis and treatment
What course of action could the health care providers have taken for more culturally competent care?
How can the issue of her burial be resolved?
Discuss other Cultural Competence issues that may impact retention into care and treatment.
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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