NURS6691 – Advanced Practice Care of Global and Transcultural Health

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NURS6691 – Advanced Practice Care of Global and Transcultural Health

1. Introduction

This course covers a range of topics related to global and transcultural health. The introduction highlights the importance of this field and the role of advanced practice nurses in addressing the unique healthcare needs of diverse populations. The course then delves into cultural competence, discussing its definition, significance, and the different aspects that contribute to it, such as cultural awareness, sensitivity, and knowledge. Nowadays, people have global concerns and global health is a popular topic area. Global health is broad, as it is a branch of public health, which focuses on improving the wellbeing of people in a wider context beyond national borders. It is seen as a multidisciplinary line of work and transcultural study is related to global health science. Cultural competence refers to the capacity of those who work in global health to approach different global social groups impartially. In the context of healthcare professionals, those who work in global health should consider making the patients feel comfortable and knowledgeable about their condition, despite their cultural or ethnic background. This is especially critical as healthcare is considered as a very sensitive and personal issue. It is important for healthcare professionals to adapt their approach to suit different cultural identity, meaning, and behavior. As Demi P, a nurse, suggests that acquiring a substantial understanding of cultural practices would enhance the patient-nurse relationship. This is because the patients would feel validated in their well-being and self-maintenance, as their culture is being respected by others. Ergonomically, the level of awkwardness during cross-cultural interaction is also reduced as cultural differences are recognized and respected by the parties. Every culture has a different interpretation towards health, illness, and death. I have found that there is a variety of cultural healthcare practices and some of them are linked to complementary and alternative medicines. It is amazing to discover how diverse the culture could be in this colorful world. I am keen on learning and developing my skills and knowledge in order to become a culturally competent healthcare professional.

1.1. Importance of Global and Transcultural Health

Global health can be defined as a health issue that concerns the global human population and transcultural health as the holistic, comprehensive and culturally congruent care that is provided to individuals of different main self-perceived groups. The meaning of global health involves the ideas and actions that are adopted in order to better the health of people worldwide. This includes providing learning opportunities in capacity building within population and resources in health issues. The global health approach also involves providing proper facilities to promote a better lifestyle through management in prevention and treatment of diseases. The United States of America (USA) has been under jurisdiction globally – exporting health and health care products and technology. The USA also works with other nations such as Europe and other allied countries in the advancement of the global health system, creating health and safety within the USA and globally. However, in the recent past, global health has focused on providing health needs and services in the USA and ensuring the good health status of American citizens. The term global health is aimed at recognizing the most significant health priorities of the world and neglecting the health interests and practices of the people living in the USA. This has seen the needs of global health being applied to provide solutions to the health needs in America regardless of the advantages and the current system. In helping to move the world to the sustainability that has been set out by rebuilding the primary health care services, global citizens have embarked on improving global health services to match the ever-changing technology around the world. This will work on uniting the industrialized nations such as America and Europe as well as the developing countries. Cultural competence in health care provision is a key and needed safety measure. It reduces health disparities by improving the health status of the communities and individuals. A high quality and culturally competent care can lead to the reduction of many health care costs such as a decrease through preventive care, unnecessary diagnostic.

1.2. Role of Advanced Practice Nurses

In considering the role of the advanced practice nurse in global and transcultural health, it is important to recognize the general consensus in the literature that, regardless of which state or country in which he or she practices, an advanced practice nurse is an advanced practice nurse. As such, the capacity for advanced practice nurses to affect positive health outcomes on a global scale is quite significant. For the purpose of this course, the term “advanced practice nurse” will refer to any nurse engaged in the extended practice or expanded practice of nursing, including the diagnosis and treatment of health conditions, as per the scope of professional nursing practice. This definition is inclusive of nurse practitioners, clinical nurse specialists, nurse anesthetists and nurse midwives, as well as other nurses who practice in technical and specialized nursing fields. The moniker “advanced practice nurse” has only been recently adopted on a global scale, and it is this author’s opinion that these care providers are finally gaining the recognition they deserve as an essential workforce. However, recognizing the role of advanced practice nurses in global and transcultural health in the broader healthcare system is something that has yet to be universally accepted, and it is this author’s opinion that the “advanced practice nurse” and the accomplishments of the professionals described by that term are still not well understood by the general public or other disciplines. Additionally, acknowledging the role of advanced practice nurses in global and transcultural health assists communities and healthcare providers in understanding how best to access and utilize the skills of a specialized and highly educated nursing workforce. Essentially, as advanced practice nurses continue to expand their care into new healthcare arenas and develop innovative models of service alongside traditional medical practitioners, a greater depth of understanding regarding the capabilities and specializations of advanced practice nurses emerges. In this vein, the fulfillment of the goals and objectives of contemporary global and transcultural healthcare efforts rests largely on the support and utilization of the worldwide community of advanced practice nurses. Coherent, a comparative vocabulary for “advanced practice nurses” seems to be a key component for the successful manifestation of professional healthcare objectives and the recognition of the unique skills and qualifications of these specialized and well-educated care providers within the global health community. As the course progresses, a further analysis of the ways nurses can engage with and contribute to the evolving field of global and transcultural health, both locally and internationally, will be explored. This discussion not only provides a detailed resolution of the requisite skills and knowledge required to facilitate culturally competent collaborative efforts.

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Culturally Competent Care for LGBTQ+ Populations

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Culturally Competent Care for LGBTQ+ Populations

1. Introduction

In modern American society, the lesbian, gay, bisexual, transgender, and queer (LGBTQ+) community is estimated to consist of over 10 million people, making it one of the most influential and rapidly expanding patient populations in the medical community. Recent studies have provided evidence that there is often a disparity between the level of care provided to LGBTQ+ patients and the level of care that those who are not a part of that community receive. This care gap, driven by factors such as heteronormative assumptions, a lack of education and understanding, and systematic discrimination and prejudice, leads members of the LGBTQ+ community to experience both physical and mental health issues at higher rates than the non-LGBTQ+ population. “Culturally competent care,” a terminology used to describe the process of ensuring that all patients have the same quality of care, regardless of their cultural background, is a subject that academia has been working to address for many years. This resource has been established to provide comprehensive information for professionals, academics, and caregivers on how to deliver the highest level of care to members of the LGBTQ+ community. From understanding the needs of this patient population to the legal and ethical considerations that come with providing care to them, readers will gain both a broad and detailed understanding of this crucially important subject. This resource also seeks to explore the ways in which modern healthcare, within primary or any combining branch, for example, emergency or gynecological care, can be improved and developed to provide a more inclusive and effective service for all members of society. Through this collaborative approach to learning and problem-solving, the hope is that academia and healthcare professionals can work together to reduce and eventually eliminate the care gap and ensure that cultural competency is firmly established as a cornerstone of modern healthcare practices. This resource provides comprehensive information on how to deliver culturally competent care for LGBTQ+ populations. The importance of culturally competent care is highlighted, along with an understanding of LGBTQ+ populations. Legal and ethical considerations, such as LGBTQ+ rights and protections, confidentiality, and informed consent, are discussed. Creating a safe environment through inclusive policies, anti-discrimination policies, and addressing implicit bias is emphasized. Communication and language considerations, including using gender-inclusive language, active listening, and maintaining a non-judgmental attitude, are addressed. Health disparities and needs specific to LGBTQ+ populations, including mental health, substance abuse, sexual and reproductive health, and HIV/AIDS prevention and treatment, are explored. The importance of cultural competence training, such as LGBTQ+ cultural competence curriculum, continuing education, and community engagement, is discussed. Collaborative care approaches, interdisciplinary approaches, and coordination of care with LGBTQ+ organizations are emphasized. Case studies and best practices for culturally competent care, including successful models, overcoming challenges and barriers, and lessons learned and recommendations, are provided.

1.1. Importance of Culturally Competent Care

In alignment with this essay, it can be said that in order to provide effective, efficient, and quality healthcare to any population within the United States, it is extremely important to be culturally competent. However, this notion is further emphasized when working with minority population groups, such as LGBTQ+ populations. The goal of culturally competent care is not just to merely accommodate an individual’s culture, but rather to respect and honor the differing needs, values, and choices of an individual. According to the National Institutes of Health, “cultural competency is the set of knowledge, skills, behaviors, and attitudes used to provide quality care in a culturally diverse setting.” Similarly, the Health Resources and Services Administration emphasizes the importance of cultural competency and suggests that it is a “set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals.” These policies can then work to enable that system to work effectively in cross-cultural situations. In addition, the HRSA defines cultural awareness to be the “understanding of and respect for the differing values, beliefs, and traditions of a population and an application of that understanding to improve services, health conditions, and health care practices.” By understanding such differences and adapting sensitively to their needs – for example, pronoun usage or not assuming a patient’s sexual orientation – we can create an environment where care is improved and patients feel safe and trusted. There is also evidence to suggest that those within the LGBTQ+ communities in the United States and internationally often face difficulties in accessing healthcare due to experiences of discrimination and stigma within healthcare settings. These experiences may serve as a barrier for cultural competence. Such a barrier can further perpetuate health disparities commonly found between these populations and the general population. For instance, the Human Rights Campaign reports that “nearly two-thirds (63%) of gay and bisexual men diagnosed with HIV in 2015 in the United States lived in the southern part of the country.” If there was a lack of cultural competence and a disregard for differing values and beliefs in these areas, such disparities may continue to remain high. Overall, cultural competence is extremely important as it can directly influence, as well as help shape, the effectiveness of healthcare for LGBTQ+ populations through creating an environment in which individual choice and difference are respected.

1.2. Understanding LGBTQ+ Populations

Members of the LGBTQ+ community represent diverse sexual orientations and gender identities, such as lesbian, gay, bisexual, transgender, gender non-conforming, and queer, among others. LGBTQ+ identities can be fluid and may change over time. For this reason, it is important to create environments that are inclusive and respectful of people of all sexual orientations and gender identities.

“Lesbian” refers to a woman who is emotionally, physically, and sexually attracted to other women. “Gay” refers to a man who is emotionally, physically, and sexually attracted to other men. “Bisexual” refers to a person who is emotionally, physically, and sexually attracted to both men and women. “Transgender” is a term for people whose gender identity and/or expression is different from the sex they were assigned at birth. “Queer” is a term that has been reclaimed by the LGBTQ+ community as a self-affirming umbrella term. The term “gender non-conforming” is used to describe people whose gender expression is different from conventional expectations of masculinity and femininity. “Cisgender” is a term for people whose gender identity matches the sex that they were assigned at birth.

LGBTQ+ is shorthand for “lesbian, gay, bisexual, transgender, queer, and others.” The term “queer” is widely used and accepted. Historically, it was considered a derogatory term; however, more recently, people have reclaimed it. “Others” is included in the acronym to represent additional sexual and gender identities not represented by the other terms.

Understanding the unique health and wellness concerns of LGBTQ+ communities has long been a focus of public health research. To best understand these populations, it is important to define terminology and consider the complexity of gender and sexual identities. This section will provide an overview of LGBTQ+ populations and the health disparities they face.

2. Legal and Ethical Considerations

2.1. LGBTQ+ Rights and Protections

2.2. Confidentiality and Privacy

2.3. Informed Consent

3. Creating a Safe Environment

3.1. LGBTQ+ Inclusive Policies and Practices

3.2. Anti-Discrimination Policies

3.3. Addressing Implicit Bias

4. Communication and Language

4.1. Using Gender-Inclusive Language

4.2. Active Listening and Empathy

4.3. Non-Judgmental Attitude

5. Health Disparities and Needs

5.1. Mental Health and LGBTQ+ Populations

5.2. Substance Abuse and Addiction

5.3. Sexual and Reproductive Health

5.4. HIV/AIDS Prevention and Treatment

6. Cultural Competence Training

6.1. LGBTQ+ Cultural Competence Curriculum

6.2. Continuing Education and Professional Development

6.3. LGBTQ+ Community Engagement

7. Collaborative Care

7.1. Interdisciplinary Approach

7.2. Referrals and Resources

7.3. Coordinating Care with LGBTQ+ Organizations

8. Case Studies and Best Practices

8.1. Successful Models of Culturally Competent Care

8.2. Overcoming Challenges and Barriers

8.3. Lessons Learned and Recommendations

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Respiratory Pharmacotherapy-Nursing Assignment help

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Respiratory Pharmacotherapy-Nursing Assignment help

1. Introduction

The beginning and end of life are marked by important changes in breathing. Cardiovascular and neurological surgeons rely on numerous drugs to support life during complex operations, and the terminal care of many chronically ill patients revolves around controlling the distress of air hunger. In addition, the expansion of the pharmaceutical industry, the appearance of new drugs with every passing month, and a never-ending cascade of technological advances have all combined to make many medical practitioners feel that a working understanding of modern drug therapy is just out of reach. For pulmonary health professionals, be they physicians, nurses, or pharmacists, the situation is indeed complex. Simple relaxation and an enjoyable read might seem elusive when one surveys the medical literature since every journal and textbook under the sun seems to carry some new information about the multitude of drugs used in the treatment of respiratory disease. Subtotal: 24.0 Data and information about patient well-being are being generated at a stunning pace, often causing confusion and consternation. Well-designed studies tend to be published long after clinical impressions begin to change, and the modern shift in the drug lag – that is, the time that elapses between the discovery of a new drug and its marketing approval – often results in patients demanding information about pharmacologic possibilities that their doctor has yet to touch upon with them. In the face of all these challenges, a resource that can be used to calm the intellectual and emotional waters has emerged – “Respiratory Pharmacotherapy.” This text was written by Dr. Thomas J. Stillwell, MD, who completed a medicine/pulmonary fellowship in Cleveland, Ohio. There, he was exposed to an evolving and technology-driven approach to pulmonary medicine. Dr. Stillwell currently serves as the Medical Director of the Intensive Respiratory Care Unit at Marymount Hospital and as the Medical Director of the Pulmonary Rehabilitation Department at Deaconess Hospital, both in Cleveland. This introduction should serve not only to acquaint the reader with the text but also to provide a brief overview of respiratory pharmacotherapy and its importance.to provide the appropriate frame of reference for pursuing the rest of the material. Even in simply defining “respiratory pharmacotherapy,” which is the book’s prime mode of study, attention should be given to proper context-setting and word choices. Dr. Stillwell believes that understanding an ambiguous phrase such as this is key to integrating study material with clinical demonstrations of problems and solutions. His scholarship on the subject of lung medicine is.

1.1. Definition of Respiratory Pharmacotherapy

Respiratory pharmacotherapy is defined as the practice of pharmacy dealing with the treatment of respiratory ailments and disorders. The practice of respiratory pharmacotherapy aims at providing alleviation from distress caused by breathing problems such as chronic chest pains and tightness, and also optimization of respiration. Furthermore, the practice of respiratory pharmacotherapy aims at restoring or working towards normal lung function and achieving and maintaining health in the long term. The practice of respiratory pharmacotherapy involves the administration of various types of medicines that aid in the dilatation of respiratory passages, suppression of chronic inflammation, control of hypersensitivity reactions, and provision of necessary medications for combating respiratory infections. The common conditions that are treated through respiratory pharmacotherapy include asthma, chronic obstructive pulmonary disease (COPD), cystic fibrosis, lung cancer, pneumonia, and chronic bronchitis. The pharmacist performing respiratory pharmacotherapy must be knowledgeable in the pulmonary ailment being treated and the therapies available for such conditions. These practices and more are the objectives of respiratory pharmacotherapy as supported by the American College of Chest Physicians (ACCP). Respiratory pharmacotherapy practices apply the tools of evidence-based pharmacotherapy in a multidisciplinary approach with clinicians and researchers in the search for the most optimal therapies. Given this, a lot of teaching and research in the area of respiratory pharmacotherapy began in the late 20th century and today there is a greater understanding of the scientific basis of respiratory diseases, and their subsequent impact on patient care and disease management. To appreciate and achieve the goals of respiratory pharmacotherapy, a patient-centric approach is adopted in the practice whereby patients are encouraged to learn about the medications they are taking, the expected effects, and potential adverse reactions so that patients can make informed decisions about their health and playing a main role in managing their ailments. The success of respiratory pharmacotherapy not only depends on the pharmacist’s expertise in the design and implementation of pharmaceutical care plans that are individualized for a specific patient but also on the successful execution of each plan by the patient. This gives the patient motivation and drive to comply with the evidence-based pharmacotherapy protocols and vigilance in making recommendations to other healthcare professionals about the patients. The practice of respiratory pharmacotherapy as a valuable healthcare practice has continued to draw interest from healthcare professionals and as noted in the literature, there is a growing body of specialized knowledge around pharmacotherapy and related studies on respiration. As can be evidenced by the different educational programs and initiatives in cardiovascular and pulmonary medicine, there is no doubt the future of respiratory pharmacotherapy will continue to be vibrant and full of exciting opportunities.

1.2. Importance of Respiratory Pharmacotherapy

It is essential to understand that respiratory conditions such as chronic obstructive pulmonary disease, bronchial asthma, and allergic rhinitis are often prolonged and associated with a decreased quality of life. Therefore, it is important to treat these conditions with proper medication. There are two main objectives of respiratory pharmacotherapy. The first goal is to provide immediate relief of respiratory distress caused by bronchoconstriction or cough. Bronchoconstriction is the narrowing of the airways in the lungs due to the tightening of surrounding smooth muscle, whereas cough is caused by irritation of the respiratory tract by allergens, infections, or other factors. These two symptoms are the most common ones that bother patients with respiratory conditions. In order to provide rapid and effective treatment to relieve these symptoms, the healthcare professional may prescribe short-acting bronchodilators and cough suppressants. On the other hand, frequent symptom control is the second main objective of respiratory pharmacotherapy. In general, frequent symptom refers to an event that occurs more than twice a week while persistent symptoms are experienced daily. It is usually seen in moderate to severe respiratory conditions. To achieve this goal, maintenance medications are required to maximize lung function and relieve day-to-day respiratory symptoms. With proper and timely medication, respiratory conditions can be effectively controlled, and the patient will have a better prognosis. Also, the frequency of sudden acute exacerbations or flare-ups will be significantly reduced. Patients must be advised to take their medication as prescribed by the healthcare professional and adhere to the treatment plans consistently. Generally, respiratory pharmacotherapy is emphasized in respiratory care. Fatal respiratory conditions may result from inadequate treatment of acute respiratory distress or from chronic respiratory conditions that are sub-optimally controlled. By understanding the importance of respiratory drug therapy, proper medication can be taken, and better lungs can be achieved. This will help to maintain respiratory conditions under control and prevent severe damage to the lungs. In addition, the importance of educating patients on the proper use of various devices for respiratory medications, such as aerosolized therapy and inhalers, cannot be underestimated. Cultivating a sense of self-efficacy in the patient’s ability to manage their respiratory condition is another critical aspect and can be achieved through sharing some knowledge. This education can be provided by the healthcare professional in their field of expertise. Also, the importance of this education and the emphasis on the patient’s self-efficacy will help to elevate the status of respiratory care and direct further resources into this area of healthcare, thus improving the standards of care delivered to patients with respiratory conditions. All in all, we cannot deny the significance of respiratory pharmacotherapy, which is essential in treating both acute and chronic respiratory conditions such as bronchial asthma. It is also important to stress the role of healthcare professionals involved in respiratory care. Therefore, the introduction of pharmacist prescribing, the increased level of patient education, and the emphasis on the patient’s self-efficacy are trying to establish a more proactive approach to respiratory care. Modern-day pharmacists have vast experience in providing patient care and conducting and communicating research in a particular area of drug therapy. The understanding of various types and classes of medication and the incredible potential that lies in them will allow pharmacists the opportunity to direct their expertise toward the diagnosis and management of treatment for patient benefit. Such advances in pharmacotherapy will pave the way for better treatment provided to patients in many areas of clinical health, respiratory conditions being one of them.

1.3. Role of Medications in Respiratory Conditions

Treatment for respiratory conditions can differ a great deal depending on what the condition is and what’s causing it. Many different medications can be used to manage and treat respiratory conditions. A medication is any kind of chemical that is taken to change the way that the body works – this includes anything from paracetamol to medication for asthma. There are lots of different medications for the airways, and often the type of medication will depend on how severe the condition is, how somebody individual because some people might find that one type of treatment works well for them, whereas somebody else might not find the same benefits. Different conditions might also need different types of medication. For example, chronic respiratory conditions such as chronic obstructive pulmonary disease (COPD) often need regular long-term medication to keep the lungs working as well as possible, whereas somebody who only gets asthma symptoms every now and then might use a ‘reliever’ inhaler and not need any other medication. There are many different types of medication that people might take for respiratory conditions, but popular examples include inhalers, nebulizers, oxygen therapy, and oral medication. It might be helpful for conservative women who are planning on having children to discuss this with their respiratory consultant as the consultants may advise that some types of inhalers are more suitable during pregnancy than others. With lots of different medications and options for treating respiratory conditions, people need to receive the correct information and be prescribed the most suitable medication for them to manage their symptoms effectively and lead a normal life….

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Personal and Professional Experiences with Diversity and Inclusion(LGBTQ)

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Personal and Professional Experiences with Diversity and Inclusion(LGBTQ)

Discuss personal and professional experiences with diversity and/or inclusion topics to facilitate cultural humility and cultural competence.

1) Read the Diversity and Discrimination in Healthcare article.

2) View the video, “Ask Me. What LGBTQ Students Want their Professors to Know.”

3) View the video, “LGBTIQ+ People Talk About their Experiences Accessing Health Care.”

links

1  Diversity and Discrimination in Healthcare – StatPearls – NCBI Bookshelf (nih.gov)

2  ‘Ask Me’: What LGBTQ Students Want Their Professors to Know (youtube.com)

3  LGBTIQ+ People Talk About Their Experiences Accessing Health Care (youtube.com)

1. Introduction

The article is about diversity and inclusion, and their significance in personal and professional life, particularly in the healthcare sector. Personally, diversity includes experiences of living in different countries and cultures, particularly the learning experiences in different communities. On the other hand, professional experiences in diversity can change the life of people, particularly in the healthcare sector. The goals of this article seem to reflect the society where understanding and learning how to live with people of different backgrounds will bring perfection. Both personal and professional experiences with diversity and inclusion can help build a society where there would be no discrimination and conflicts based on differences in race, culture, and socioeconomic status. This article applies a range of theoretical frameworks for understanding diversity and strategies for enacting more inclusive societies and workplaces. It provides recommendations for enhancing diversity and inclusion in our personal lives, in organizations, and in the healthcare sector. Lastly, it sets forth a call for reflective practice in acknowledging the ways in which an individual’s own social location impacts his or her interactions with others and his or her motivations for inclusion. The article is concluded by emphasizing the importance of working to continually increase our awareness of barriers to inclusion and enacting strategies for change. These ideas discussed in the article reflect the key ideas and themes that we will be exploring. First, the goals of the article reflect the society, where understanding and learning how to live with people of different backgrounds can help create a better society. The main goal of the article is to explore how different experiences of diversity and inclusion can be used to promote positive change in this society. At the end of the article, I plan to show how enacting a social change model which enables these key tenets: leadership development, collaboration and common purpose, and empowerment of others can be realized through enacting the values of diversity and inclusivity, in order to create a society which is better for everyone. Secondly, I plan to look at these different experiences of diversity and inclusion: personal experiences – living within diverse communities, cultural exchange programs, and travel; professional experiences – current and historic day examples of diversity. By reviewing and analyzing these experiences, in the third and fourth sections of the article, I hope to provide a sustained explanation for the reasons that one should support diversity and inclusion within wider society. Finally, I plan to review the knowledge and understanding gained through the experiences of diversity and inclusion of rights as employees and health and social care service users in practice environments. This section will provide critical analysis of how promoting diversity and providing good practice can be used to deliver person-centered care and enable service users to make positive choices in health and social care decisions. This is particularly important in the healthcare environment where the application of such knowledge and rights could bring significant benefits.

2. Understanding Diversity and Inclusion

2.1 Importance of Cultural Humility

2.2 Benefits of Cultural Competence

2.3 Challenges in Promoting Diversity and Inclusion

3. Personal Experiences with Diversity

3.1 Early Exposure to Diversity

3.2 Cultural Exchange Programs

3.3 Interactions with Diverse Communities

4. Professional Experiences with Diversity

4.1 Diversity in the Workplace

4.2 Managing a Diverse Team

4.3 Addressing Bias and Discrimination

5. Inclusion in Healthcare

5.1 Diversity and Discrimination in Healthcare

5.2 LGBTQ+ Perspectives on Healthcare

5.3 Challenges Faced by LGBTIQ+ Individuals

6. Unfolding Case Study: Part 1 Review

6.1 Diversity and Discrimination in Healthcare Article

6.2 “Ask Me”: What LGBTQ Students Want Their Professors to Know

6.3 LGBTIQ+ People Talk About Their Experiences Accessing Health Care

7. Conclusion…

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Integrating the Nutrition Care Process and Trans-Theoretical Models for Behavior Change Communication in Breastfeeding Support

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Integrating the Nutrition Care Process and Trans-Theoretical Models for Behavior Change Communication in Breastfeeding Support

a). Explain how the nutrition care process is core to the nutrition counseling and education process
(b). Using breastfeeding mothers as a case study, explain how the Trans-theoretical Models of change
can be used for Behavior change communication (BCC)

SAMPLE ANSWER

The Role of Nutrition Care Process in Nutrition Counseling and Education

1. Introduction

The Nutrition Care Process (NCP), as described in numerous studies including this document, is a structured framework which focuses on meeting the nutrition-related needs of the patients or clients. The NCP was published by the American Dietetic Association in 1991. In recent years, studying the role of the NCP in nutrition counseling and education has gained increasing attention. It has been suggested that the NCP is under-utilized when dietitians provide nutrition counseling. This document illustrates the essential role of the NCP in counseling and education, from identifying nutrition problems to the follow-up and monitoring. Nutrition counseling is an ongoing process in which a registered dietitian works with an individual to assess his or her nutritional and health needs. Emphasis is placed on tailored counseling based on individual’s personal goals and lifestyle. The registered dietitian provides the knowledge on the nutrient and health relation to help the client understand and utilize the information in his or her decision-making. Nutrition education, on the other hand, is a series of learning activities which help an individual to gain the knowledge and develop the skills necessary to make appropriate nutritional choices. The ultimate goal of nutrition education is to improve the nutritional health of an individual or the community. Nutrition education will be addressed in a separate section later. It shares the same process as nutrition counseling but varies in its emphasis and delivery method, for example, group education session or individual counseling.

1.1. Overview of the Nutrition Care Process

The nutrition care process (NCP) is a systematic approach to providing high-quality nutrition care, used by dietitians and nutritionists in counseling and education. The NCP was integrated in the Academy of Nutrition and Dietetics’ (AND) revised standards of practice and standards of professional performance in 2008. The American Dietetic Association (now the AND) defines NCP as “a systematic problem-solving method that dietitians use to critically think and make decisions to address nutrition-related problems and provide safe, effective, high-quality nutrition care.” The NCP consists of four distinct, interrelated steps: nutrition assessment, nutrition diagnosis, nutrition intervention and nutrition monitoring and evaluation. First, in nutrition assessment, data and information are collected, verified and interpreted. Then a nutrition diagnosis is made by comparing the information with the defined characteristics of malnutrition or the etiologies and risk factors. After that, nutrition intervention (which can be provided by a registered dietitian or a dietetic technician, registered) is carried out. Finally, the outcomes of the nutrition intervention are monitored and evaluated. Research has been conducted to examine the use and benefits of the NCP, with evidence suggesting that the NCP helps to standardize and improve patient care. For instance, a study by Marra and Shams in 2009 surveyed nearly six hundred registered dietitians and found that applications of the NCP are associated with higher dietitians’ critical thinking ability and job satisfaction. In addition, dietitians also reported that NCP yields higher qualitative care and outcome measures. Recently, efforts have been made to apply the NCP to dietetic practice in different healthcare settings, such as homecare and community. For example, studies have shown that homecare dietitians face patients with various health conditions and a limited access to complete and real-time health information, making it difficult to provide comprehensive and ongoing nutritional care. As a result, adapting the NCP to suit homecare practices is considered to be beneficial to dietetic practices and patient care. The NCP, when properly utilized, also has the potential to improve the efficiency and effectiveness of dietetic practices in the community. In a study by Tsai and colleagues in 2016, a three-month NCP implementation project in a long-term care facility demonstrated success in improving residents’ weight status and nutritional parameters. However, challenges have been identified – for example, staff members perceived that additional time and resources were required when using the NCP. It is important that both dietitians and patients are well-informed of the NCP and the benefits it can bring to nutrition care, and additional policies and guidelines may be needed to support the effective application of the NCP in different practice settings. We will also explore in this research the barriers to the effective use of the NCP.

1.2. Importance of the Nutrition Care Process in Counseling and Education

The NCP in nutrition counseling and education is important for a number of reasons. Firstly, the use of a standardized process helps to ensure that clients receive consistent, high quality care. This is important because nutrition is a key factor in the promotion and maintenance of good health and the prevention and treatment of illness. Secondly, the NCP helps to teach and develop critical thinking skills in students and practitioners through the use of applied techniques. Through the process of problem solving and critical decision making in a client case, educational goals are achieved and the process of helping students to integrate and synthesize knowledge is supported. Thirdly, the NCP helps to ensure that dietetics and nutrition practitioners are effective in their interventions with clients. By pointing to interventions which are likely to be successful with a given client, the NCP helps to prevent the haphazard application of nutrition care. This is important because money, time and resources can often be wasted on interventions which are inappropriate or ineffective. Instead, the NCP encourages the practitioner to think systematically and to tailor their approach according to the needs of the individual client. This patient-centered view is a core principle of the dietetic profession and is now reflected in the way that the NCP is described. The process encourages practitioners to move away from a traditionally ‘expert-led’ and didactic approach to care where they hold and transmit knowledge to their clients. Instead, they should aim to help clients to develop the ability to think critically about their nutritional health and to make informed choices about their lifestyles. By moving towards a more empowering and enabling approach, the NCP reflects the progressive, self-directed and holistic nature of the dietetic. The “1.3. Introduction to the Dietetic Nutrition Assessment” will come next and we will have time to talk about it in the next class.

2. Nutrition Counseling and Education

2.1. Definition and Objectives

2.2. Key Components of Effective Nutrition Counseling and Education

3. Trans-theoretical Models of Change

3.1. Understanding Behavior Change

3.2. Introduction to Trans-theoretical Models

4. Behavior Change Communication (BCC)

4.1. Definition and Principles

4.2. Importance of BCC in Promoting Behavior Change

5. Case Study: Breastfeeding Mothers

5.1. Overview of the Importance of Breastfeeding

5.2. Challenges Faced by Breastfeeding Mothers

6. Applying Trans-theoretical Models to BCC for Breastfeeding Mothers

6.1. Precontemplation Stage

6.2. Contemplation Stage

6.3. Preparation Stage

6.4. Action Stage

6.5. Maintenance Stage

7. Strategies for Effective Behavior Change Communication

7.1. Tailoring Messages to the Individual

7.2. Setting Realistic Goals

7.3. Providing Social Support

7.4. Addressing Barriers and Challenges

8. Conclusion

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