DNP 825 Topic 7 Discussions 1 GCU Nov 2021

DNP 825 Topic 7 Discussions 1 GCU Nov 2021   DNP 825 Topic 7 Discussions 1 GCU Nov 2021 Topic 7 DQ 1 Complete the "Cultural Competence Self-Assessment Checklist," located in the Study Materials, and discuss what the checklist revealed to you about you and where you see opportunities for further personal growth and application in your practice. Evaluate your personal worldview in regard to health-related values and beliefs towards the underserved populations in your community. Provide examples and relevant literature to support your response. After reviewing the “Cultural Competence Self-Assessment Checklist”, I realize that my exposure to people of different cultures and races has really change my prospective on how I view people of different races, culture, and ethnicities. I came from West African where our cultural and religious values are very conservative, and people can be very judgmental of others. Growing up the United States and completing high school and college here has change how I view people, and it has also changed my views on religion. According to Central Vancouver Island Multicultural Society (n.d.) “much of the awareness, knowledge and skills which you have gained from past relationships with people who are different from you are transferable and can help you in your future relationships across difference.” Growing up in a blended family of adopted kids (18) from all over the globe has also strengthen my view of how I view and treat people from different races and backgrounds. I feel comfortable with people who are open to me and even with those who see me differently. I respect people views and accept them for who they are as a person. I believe we all bring so much to each other lives with our differences and we can all learn from each other. I am still growing in certain areas, but I remain open to learn about the individual, and respect his or views even if I do not agree with those views. I do my best to treat every person regardless of their race, ethnicity, sexual origin, or socioeconomic status the same as I would like to be treated. I believe that every person deserves equal opportunity under the law without judgment. I also believe as a health care professional that each person should have the same opportunity when it comes to health care services. Many times, people who comes from underserved populations are immediately judged by health professionals before knowing the real story or taking the time to understand why they are in the situation they are in. We as health care professionals need to be comfortable with ourselves and our own values to be able to accept others and respect their values. We need to educate ourselves daily about the differences in our society so we can provide the best care to our patients from all areas of life. Expects defines cultural competency as an educational process by which government and service providers develop their skills in applying cultural knowledge to the services, they deliver (Darroch et al., 2017). Central Vancouver Island Multicultural Society. (n.d.). Cultural Competence self-assessment checklist. Retrieved from Darroch, F., Giles, A., Sanderson, P., Brooks-Cleator, L., Schwartz, A., Joseph, D., & Nosker, R. (2017). The United States does CAIR about cultural safety. Journal of Transcultural Nursing, 28(3), 269-277. Hi Pamela, Thanks for your input. I do agree that mentoring does help with improving diversity and cultural competency. I did participate in a workshop for diversity students with the Arizona State Board of Nursing few years ago to assist minority nursing students reach their potential in nursing programs with the state colleges and universities in the Phoenix area. I also volunteer as a Mentor with Arizona State University for nursing students. I found both positions in my career rewarding because I also gained so much from the students I mentored. As a minority nurse myself, I was unfortunate to have mentors early in my career I could model after. I was honored every time I had the opportunity to be a role model for these students and I enjoyed it each time. I also did community services with them as part of the requirement and we would visit food banks and distribution centers and served the less privilege in the communities around us. My students we excited every time we did community services because expressed feeling fulfilled by giving back to people less privileged. Attempt Start Date: 27-Aug-2020 at 12:00:00 AM Due Date: 29-Aug-2020 at 11:59:59 PM Maximum Points: 5.0 Topic 8 DQ 2 How is health literacy entwined with health promotion and disease prevention strategies, and how do these factors relate to general population health? As a DNP-educated nurse, what is your role in improving health literacy within the health care system? Provide examples and relevant literature to support your response. Health literacy entwined with health promotion and disease prevention strategies because it gives an individual the capacity to obtain, process, and understand basic health information enabling the person to make an inform decision about his or her health. Health literacy is the main foundation for initiating appropriate health promotion and disease prevention strategies because if patients don’t understand the literature being presented to them, it is useless. Health literacy needs to be language appropriate, and grade appropriate for the patients. As health care professionals, there are so many words and jargons that is use in the health care setting that patients do not understand, making it difficult sometimes for the patients. Health care professionals need to test patients health literacy level by using measurement-based tools like the Short Assessment of Health Literacy–Spanish and English (SAHL–S&E), Short Assessment of Health Literacy for Spanish Adults (SAHLSA-50), and the Rapid Estimate of Adult Literacy in Medicine—Short Form (REALM-SF). After reviewing each of these measurement tools for health literacy, I find the REALM-SF to be very simple to administer. REALM-SF is a 7-item word recognition test to provide clinicians with a valid quick assessment of patient health literacy and the result tells provider at which level the patient a patient will be able to understand a health care provider (Agency for Healthcare Research and Quality, 2016). As a DNP-educated nurse, it is my role to make sure patients have the appropriate literacy level to understand the information I am providing to them regarding their health. Most times we feel uneasy to ask patients about their level of understanding because we do not want patient feeling uncomfortable or ashamed about their literacy status. Health professionals need to find the best measurement tool and explain to patients that the testing is for their benefit to help promote health and prevention future complications. Limited health literacy is associated with less participation in health-promotion and disease-detection activities, riskier health choices, more work accidents, diminished management of chronic diseases, poor adherence to medication, increased hospitalization and rehospitalization, increased morbidity, and premature death (World Health Organization, 2020). Agency for Healthcare Research and Quality (AHRQ). (2016). Health literacy measurement tools (revised). Retrieved from World Health Organization (WHO). (2020). Why health is literacy important. Retrieved from Hi Dionne, Great post and information you provided in your post. You are right by stating “It is clear that the higher the health literacy, the better the health outcome and vice versa, the lower the health literacy, the worse are the outcomes.” Health literacy is a worldwide issue, and it varies across the world from sociodemographic in societies. According to the World Health Organization (2020), health literate individuals participate more actively in economic prosperity, have higher earnings and rates of employment, are more educated and informed, contribute more to activities in their communities, and enjoy better health and well-being. Health literacy is important, but no one is fully literate in understanding or acting on important health information, therefore it is up to health professionals such as DNP-educated nurses to fill in the gaps needed to help patients understand information that is lacking. World Health Organization (WHO). (2020). Why health is literacy important. Retrieved from Hi Yiesak, You made some great points in your post relating to health literacy and culture. It is important to understand how different cultures respond to health information and receive it from health care providers. Culture can become a hinder in communication, therefore becoming an obstacle between the patient and the health care provider. Cultural differences can sometimes create miscommunication. As healthcare professionals, we have a cultural of communication like our jargons, that is not familiar to people outside of our profession, making it difficult for them to understand. When healthcare professionals share information, their jargon may have an even greater effect when limited literacy and cultural differences are part of the communication exchange with patients, caregivers, and other healthcare workers (Centers for Disease Control and Prevention, 2020). As DNP-educated nurses, we should make sure language and culture does not get in the way of communicating successfully. Centers for Disease Control and Prevention (CDC). (2020). Health Literacy: culture and health literacy. Retrieved from Attempt Start Date: 27-Aug-2020 at 12:00:00 AM Due Date: 31-Aug-2020 at 11:59:59 PM Maximum Points: 5. Reflective Journal Throughout the course, learners are required to maintain a reflective journal integrating leadership and inquiry into current practice. General Requirements: Use the following information to ensure successful completion of the assignment: • A minimum of three references is required and one must be a scholarly article. • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. • You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Directions: Write a 1,250 word response that outlines what you have discovered about your professional practice, personal strengths and weaknesses that surfaced while taking the course, additional resources and abilities that could have influenced more optimal learning outcomes, and, finally, how you met the competencies aligned to this course. In addition, your journal will reflect on the personal knowledge and skills gained in this course and should address a variable combination of at least three of the following: 1. New practice approaches 2. Intraprofessional collaboration 3. Health care delivery and clinical systems 4. Ethical considerations in health care 5. Population health concerns 6. The role of technology in improving health care outcomes 7. Health policy 8. Leadership and economic models 9. Health disparities Submit your reflective journal to both the instructor and in the Typhon Tracking System under the corresponding course section. Learners must submit this deliverable in Typhon and LoudCloud. Failure to submit in both locations can result in an Incomplete for the course. RUBRIC Attempt Start Date: 27-Aug-2020 at 12:00:00 AM Due Date: 02-Sep-2020 at 11:59:59 PM Maximum Points: 70.0 Practice Immersion Hours Portfolio The Typhon Tracking System will be used to document and follow the status of your practice immersion hours throughout this and every subsequent course. Learners must be able to document a minimum of 50 concurrently or previously logged practice immersion hours in association with this course, which will contribute to fulfillment of the total required 1,000 post- baccalaureate practice immersion hours by the conclusion of the program. Please review Guidelines for Graduate Field Experience, located in the in the DC Network, for details on what may/may not qualify as practice immersion hours. The Practice Immersion Hours Portfolio (using the Typhon Student Tracking System) will include all of the following elements: 1. Individual Success Plan signed off by mentor. 2. Case log of actual clock hours applied to doctoral level learning outcomes. 3. Learner evaluations-one by faculty and one by mentor (final). 4. Practice mentor evaluations (final). 5. Current and updated CV. (Update each course as necessary.) 6. Faculty approvals of the Individual Success Plan and documented practice immersion hours. (Learner is responsible for obtaining approvals.) 7. Practice mentor’s approval of the Individual Success Plan and documented practice immersion hours. (Learner is responsible for obtaining approvals.) Learners will track their practice immersion hours within the Typhon Tracking System throughout each course and via the Practice Immersion Hours Completion Statement provided in this assignment. Complete the following statement in a Word document, submit it to the instructor, and complete the Typhon Tracking System entries appropriate for this course. Create a Word document using the following text: Practice Immersion Hours Completion Statement DNP-825 I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this course. I have also tracked said practice immersion hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor. Attempt Start Date: 27-Aug-2020 at 12:00:00 AM Due Date: 02-Sep-2020 at 11:59:59 PM Maximum Points: 5.0 Postconference Evaluation: Individual Success Plan (ISP) General Requirements: Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course. • Use the Individual Success Plan developed in Topic 1 as a personal plan for completing your practice hours and how competencies will be met. All of the major milestones and deliverables should be indicated in the timeline. • Conferences may be conducted face-to-face or via technology. A copy of the signed document will be uploaded into the course shell no later than the end of Topic 8. • This assignment uses a rubric. Review the rubric prior to the beginning to become familiar with the expectations for successful completion. Directions: A final project immersion evaluation will occur at the end of the immersion experience for each project course using the Individual Success Plan (ISP) form. This is intended for the learner and preceptor to review and evaluate the completion of the ISP. The preceptor will validate that all areas are at "meets expectations" on the mentor evaluation form located in Typhon prior to progression. The learner will upload both the ISP and Mentor Evaluation into the course drop boxes by Week 8. As instructed in Topic 1, the Individual Success Plan (ISP) assignment in this course required your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed-upon specific deliverables for your programmatic requirements. These requirements were as follows: Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, and (3) work associated with completion of your Direct Practice Improvement Project. Learners must have met with their mentor or preceptor by the end of Topic 8 in order to have the ISP signed off. Resubmit your updated and signed ISP. RUBRIC Attempt Start Date: 27-Aug-2020 at 12:00:00 AM Due Date: 02-Sep-2020 at 11:59:59 PM Maximum Points: 25.0 Final Evaluation by Mentor The mentor will perform a final clinical evaluation via the Typhon system. The mentor will receive an e-mail link at the beginning of Topic 6 to access the evaluation through Typhon. Learners will access the completed mentor evaluations in Typhon under the tab for "EASI: Evaluation and Survey Instrument" and print out the completed evaluation, sign it, and upload the signed evaluation into LoudCloud. The course faculty will review the evaluation in LoudCloud and confirm in Typhon. It is the learner's responsibility to ensure that the mentor has completed evaluation. If the mentor does not receive the evaluation via the e-mail address on file with GCU, the learner should contact the course faculty immediately. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. RUBRIC Attempt Start Date: 27-Aug-2020 at 12:00:00 AM Due Date: 02-Sep-2020 at 11:59:59 PM Maximum Points: 10.0 Mentor and Site Evaluation Students may evaluate both their mentor and the site in which they conducted their practice immersion experience. All students must pull any completed evaluation from Typhon and submit to the classroom. Students should provide screenshots of the evaluation or copy/paste the evaluation from Typhon in the drop box in LoudCloud. This submission is required in order to receive a final grade in the course. Attempt Start Date: 27-Aug-2020 at 12:00:00 AM Due Date: 02-Sep-2020 at 11:59:59 PM Assessment Type: PRACTICE Maximum Points: 0.01