Acknowledgements:The following scenarios and activities in this Workbook have been adopted and modified from the HLTHIR403C ‘Work Effectively with Culturally Diverse Clients and Co-Workers’, Learning

Acknowledgements:The following scenarios and activities in this Workbook have been adopted and modified from the HLTHIR403C ‘Work Effectively with Culturally Diverse Clients and Co-Workers’, Learning Guide, developed by the Community Services and Health Diploma of Nursing Team at TAFE SA 2008.Activities: 1.2, 1.3, 1.5, 1.6, 1.7, 2.1 – 2.4, 3.1, 3.2, 4.1, 4.2Scenarios: 1 – 3ASSESSMENT TASK 1 : 70 %HLTHIR403C Work effectively with culturally diverse clients and co workersThe activities in this Workbook are to be completed during class time.TOPIC 1: CULTURALLY AWARE WORK PRACTICESActivity 1.1:Pre Unit Delivery Student Self Assessment ExerciseKey to completing columns 1, 2 or 3:1 = I feel quite confident that I can always do this2 = I might sometimes need some help3 = I have no experience in this areaNOTE: Students can draw on work experiences, or if they have not worked, draw on school experiences.

Apply an awareness of culture as a factor in all human behaviourCan you/do you know how to? How well can you do this? List one example of how you might do this1 2 3Work in a culturally appropriate manner.

Work in a way which creates a culturally and psychologically safe environment for all persons.Review and modify work practices in consultation with persons from diverse cultural backgrounds.Contribute to the development of relationships based on cultural diversityCan you/do you know how to?….. How well can you do this? List one example of how you might do this1 2 3Demonstrate respect for cultural diversity in all communication and interactions with clients, colleagues and customers.Use specific strategies to eliminate bias and discrimination in dealing with clients and co-workersCommunicate effectively with culturally diverse personsCan you/do you know how to?….. How well can you do this? List one example of how you might do this1 2 3Demonstrate respect for cultural diversity in all communications with clients, their families, staff, customers and others.Constructively use communication to develop and maintain effective relationships, mutual trust and confidence.Where language barriers exist, efforts are made to communicate in the most effective way possible.

Seek assistance from interpreters or other persons as required.

Resolve cross cultural misunderstandingsCan you/do you know how to?….. How well can you do this? List one example of how you might do this1 2 3Identify issues which cause conflict.

Consider cultural differences if difficulties or misunderstanding occur.

Effort is made to sensitively resolve differences, taking into account cultural differences.Difficulties are addressed with appropriate people and assistance sought when required.Activity 1.2 5 MARKSSelf-reflectionTake 5-8 minutes to reflect on your own ‘culture’. What do you think best describes it? Write down your thoughts so that you can compare them with the definitions a bit later in this topic.……………..hindu …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….Activity 1.3 3 MARKSSelf-reflectionThink about some of the values and beliefs that you have inherited from your parents. They might include religion, work ethic, and respect for others or how to raise children.How do these values and beliefs influence how you live your life?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Activity 1.4: 5 MARKSRange of cultural diversity in your work environmentSpend some time thinking about the cultural differences listed below and how each of the areas of difference effects what happens in your day-to-day work environment in relation to co-workers and clients. Record your answers in the table below.You might include some of the following in your answers:• Which staff are rostered on particular days. This might be to allow for people’s religious obligations, or to ensure a good balance of staff with particular language difficulties.• Timing of peoples’ holidays to coincide with important religious or other celebrations.• Timing of co-workers’ breaks to allow for prayer times.• The need for understanding when co-workers are away from work because of their need to meet cultural or family obligations.• The type of food served in the staff canteen.• The inability of some workers to perform certain tasks because of cultural considerations. For example not handling food derived from ingredients which are culturally forbidden.• The need to communicate with clients in a way which does not offend their cultural sensitivities.• Different special requests from clients such as choice of food, style of room etc• The need for patience in communicating with co-workers and clients who speak different languages.• The way you talk to clients and co-workers.• The way you react to your supervisor and the way your supervisor reacts to you.Cultural Differences How does this difference effect what happens in your day-to-day work environment in relation to co-workers and clients?Languages

Religious and other beliefs

Beliefs about health and wellbeing

Attitudes to family

Attitudes to work

Roles of individuals in society

Food

Holidays and celebrations

The way people communicate with one another

Activity 1.5: 3 MARKSFunctions of values – exampleThink of and discuss one example of the function of values that has been allocated to your group. Write your example below.…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Activity 1.6 5 MARKSCultural ClashBelow is a student nurse’s experience of cultural diversity. After you have read the extract discuss the questions and answers with your group. Write your answers below.Giancarlo Dilettoso had been a patient in the cardiac unit for five days. During that time he and his family had upset most of the nursing staff and some of the medical staff as well. Giancarlo never had less than six visitors at one time and frequently the number exceeded ten. He looked exhausted and other patients were complaining. Any approach to the family always ended in confrontation.Mary, a Division 2 Nurse, came on duty at the beginning of visiting hours. She immediately assessed the situation and approached Giancarlo and his family. Mary calmly and reassuringly informed the family that they were wonderful to support Giancarlo so well. She acknowledged how difficult it was for them to visit several times a day and she knew how proud Giancarlo was to be a member of such a loyal family. Mary then told them that because of the nature of the ward, cardiac care patients had to be kept quiet and free of anxiety at all times. That included Giancarlo. All patients needed their rest and Mary suggested that just until Giancarlo was a bit better, only two relatives visit at one time.The family responded positively, Giancarlo and the other patients got some rest and Mary was viewed as a magician by her co-workers.• What did Mary do that differed from previous approaches?• Do you think the fact that Mary is of Italian background had any bearing on the outcome?• Have you any personal experience of advantage because you had first-hand knowledge of a particular culture?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Activity 1.7: 5 MARKSRelevance of culture to nursingTrevor is a student nurse completing his acute medical clinical placement. Mrs Xian, a Chinese Australia has just been assigned to him. Her diagnosis is undiagnosed abdominal pain and she is experiencing rectal bleeding. Trevor encourages Mrs Xian to eat her breakfast but his request is refused. When Trevor attempts to discuss the importance of nutrition Mrs Xian patiently explains that she is not stupid and knows that she must eat. However, because of her problem, yin and yang must be carefully balanced and the hospital diet does not accommodate this.Trevor learns more about the concept of yin and yang in relation to health, he begins to appreciate the dilemma faced by his patient. Mrs Xian is actually afraid that the combinations and temperature of Western food may harm her and prolong her recovery.Trevor approaches the Nurse Unit Manger (NUM) to request a variation of her diet for Mrs Xian. He suggests that if the kitchen cannot meet the request then perhaps the family could bring in the food. This request is met with, “I was taught that all patients are to be treated the same way. Any exceptions means that nurses discriminate. I have never discriminated against a patient and I’m not about to start now. If we do it for Mrs Xian, everyone would do it and we’d lose all control.”Despite Trevor’s description of how weak his patient was becoming, his request was denied.• What happened in this scenario?• Where did culturally appropriate care break down?• How could the NUM have dealt with this more effectively?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………TOPIC 2: RESPECTING CULTURAL DIVERSITY IN THE WORKPLACEActivity 2.1: 5 MARKSDemonstration of consideration for others beliefsJeanne-Marie hailed from one of the most spiritual cultures in the world. She was admitted because of a threatened miscarriage and firmly believed that her mother-in-law had hexed her. She was distressed and would not stay in bed. Neither would she allow an intravenous line to be established or medication to be administered. The staff were at wits end because they felt powerless to prevent the abortion. This frustration was turned into hostility towards Jeanne-Marie and the situation worsened.Lise, a French speaking nurse, was able to understand some of the language and correctly interpreted that Jeanne-Marie would only accept help from the shaman or traditional healer. Lise went in search of the husband to see if he knew of such a person. Guillaume was not impressed and was contemptuous of his wife’s regression to voodoo. However, when he realised that what he believed didn’t matter, that he would lose his baby if he didn’t act, he sprang into action.Within a half-hour, a wrinkled, crone-like woman dressed in a straw skirt and carrying an unlit torch entered Jeanne-Marie’s room. Incantations and the waving of unidentified animal parts occurred. Members of staff were horrified at first but soon they could see that Jeanne-Marie had quietened and was whispering softly. Within a few minutes she was ready to accept treatment.Lise considered the positive outcome as a personal learning experience.Can you see that sometimes nurses have to suspend their own belief system, if only briefly, to meet the needs of their patients? Comment on this.……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Scenario 1:Example of nurses practicing care based on their own belief systemsSamira is a 45-year old Iranian Muslim woman admitted to a nursing home because of multiple sclerosis. She could transfer from bed to chair with assistance but needed significant nursing interventions in her ADL’s. Samira’s mood was flat, she was withdrawn and communicated only when spoken to despite excellent English language ability. The nursing staff were aware of Samira’s social circumstances. She had been divorced by her husband and put in the nursing home so he could re-marry a ‘healthy’ woman. Samira’s three children were not allowed to visit and had been encouraged to believe that their mother was dead. Her daughter, Amali visited for brief periods when she could get away from her father and brothers. The nursing staff were appalled and promptly assessed Samira’s deteriorating mood as having been caused by her abandonment. They decided that they would go out of their way to provide good nursing care to Samira.The nurses cared for Samira’s hair by washing and styling it using a variety of hair care products. Her skin integrity was maintained using scented creams. Makeup and perfume were applied most days. Staff had even bought pretty, feminine nighties for Samira to wear. Samira continued to deteriorate physically and emotionally despite the nurses’ best efforts. They were confused and frustrated because their attempts at care did not seem to be working. A member of Samira’s religious prayer group came to visit and immediately shouted, “cover that woman up”. Within 10 minutes Samira’s head and arms were covered, all trace of makeup and perfume had been removed and the Koran, had been placed at her bedside. The transformation in her mood was instantaneous. A small smile was visible and she accepted a cup of tea with no argument. The nursing staff requested an in-service teaching session because they wished to prevent such a gross misunderstanding from ever happening again.Can you see how everything went wrong because of an assumption based on culture care knowledge? The caring demonstrated by the nursing staff is exemplary but it did not take into account the culture of the patient.

Activity 2.2: 4 MARKSGuided Imagery• Sit in your chair as comfortable as possible, or sit on the floor if you wish.• Close your eyes and breathe deeply.• Relax your body by sequentially contracting and relaxing every muscle you possess from your forehead to your toes.• If you are a member of the dominant Australian culture imagine that you are in a foreign country, do not speak the language and have urgent medical needs.• If you are from a non-English speaking background, imagine that you are a member of the dominant culture and encounter a non-English speaking background patient with urgent medical needs.Identify your feelings. What potential conflicts did you imagine? How could you solve your dilemmas?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Activity 2.3: Culturally Congruent/Appropriate Care 4 MARKSRead following scenarios and answer questions belowCulture Care Preservation:Rajani had rejected all further treatment for her advanced cancer. She asked permission for family to bring in her prayer mat and that she be assisted out of bed to pray at the appropriate time.Culture Care Accommodation:Nga is a recently diagnosed diabetic who now must come to terms with insulin administration and dietary restrictions. She initially rejects both concepts but the diabetic nurse educator shows Ling how she can manage her diet within Yin and Yang guidelines. She also shows her how to care for her feet using traditional Chinese herbal creams.Culture Care re-patterning:Mrs Wong has just delivered her second baby and is very happy to have had a boy. She tells the nurse that with a toddler at home she is very much looking forward to staying in bed for 40 days. Patiently the nurses explain to Mrs Wong that a variety of complications could develop including clot formation, pneumonia or post partum infection. With great reluctance but increased understanding, Mrs Wong walks up to the nursery to see her baby.• What may the effect be on the patient when the nurse’s perspective overrides that of the patient?• What may the effect be on the patient and the nurse when cultural beliefs are incorporated into the delivery of care?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Activity 2.4: 5 MARKSAreas of Potential ConflictJoanna is a 52-year- old Greek Australian wife, mother and grandmother. She is very proud of her family and has brought many pictures into hospital. She talks to the pictures frequently and sometimes cries. Joanna speaks English quite well but assessment reveals that her accent is growing stronger and it is difficult to understand some phrases.Joanna knows that she is ill but trusts the doctors, nurses and her family to make things right again. She prays often and has requested to see the Greek Orthodox priest. Joanna asks no questions about her illness or its treatment. This has been assessed as lack of interest in her own health and a lack of knowledge about the disease process. Whenever the nurse attempts to inform Joanna of what is happening, she responds by emphatically saying, “Tell my husband”.Lisa is a new Division 2 graduate nurse who is caring for Joanna for the first time. She is impressed with Joanna’s gentleness, patience and the respect she shows Lisa. Lisa can’t believe that this is the same woman who was described in handover as non-compliant, lacking in knowledge, language challenged and apathetic. Something must be wrong.Lisa was familiar with evidence-based practice and decided that before she went any further she needed to find out more about Joanna’s culture. At morning tea, Lisa sat with Helen, a Greek Australian nurse. She explained the situation and Joanna’s diagnosis of terminal ovarian cancer. Helen informed Lisa that there is potential for great harm if the Western model is adhered to. In the Greek culture, the person who is ill trusts those around them to make them well. The patient does not want to know the diagnosis, particularly if it is a bad one. The family should be told so that they can care appropriately for the patient but if Joanna is told her diagnosis, Helen warned that she will die much quicker.Lisa informs the treatment staff of Joanna’s way of dealing with her illness but the doctor states that it is unethical to inform the family before the patient and, even then, not without consent. Joanna is informed of her diagnosis and immediately discharges herself. She will not accept any palliative care and dies within two months without ever having left her bed.• Do you believe that cultural imposition occurred? Why?• Can you identify any inappropriate nursing diagnoses that could have been made?• How could a more positive outcome for Joanna have been achieved?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Activity 2.5: 2 MARKSDefine ‘culturally appropriate nursing care’……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………TOPIC 3: COMMUNICATING EFFECTIVELY WITH CULTURALLY DIVERSE PERSONSActivity 3.1: 5 MARKSSilence – Sofia’s near death experienceSara, a nursing student, approached her new patient Sofia for the first time. Sofia had undergone gallbladder surgery 24 hours previously and was not recovering well. She would not allow Sara to touch her as she continuously moaned and cried out in pain. Vital signs showed slight hypertension and tachycardia, which Sara correctly interpreted as a physiological response to pain.The drug chart showed that Sofia had received IM Pethidine 2 hours ago and was not due for another injection for a further 2 hours. However, she could have an oral analgesic for breakthrough pain.Sara reported her patient’s distress to the NUM who responded with “When you have been in nursing for as long as I have you will know that all Italians moan and groan as loudly as they can. It’s just the way they are”.Sara was not impressed with this response so she paged her clinical teacher. Carmel spoke Italian and assessed diverse abdominal pain as inconsistent with a normal 24 hour post-op pattern. After much discussion with the NUM, the surgical registrar was eventually called to see the patient. Following the registrar’s visit, Sofia was soon on her way back to the operating theatre. It became evident that a suture tying off the cystic duct had slipped and bile was oozing into the abdominal cavity. Without intervention, Sofia could easily have died.This scenario not only depicts a breakdown in communication but also the potentially fatal outcome of stereotyping.• Can you think of any other way this situation could have been dealt with?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Scenario 2:Communication Check 7 MARKAs a student I had been nursing a female patient for several days and had assisted her to maintain the most intimate of personal hygiene. I encountered her one afternoon in tears after her biopsy results had revealed breast cancer. I handed her a box of tissues and stood powerless by the bed. Her angry response was, “You have seen parts of me that even my husband hasn’t seen with the light on and you can’t even hold me when I’m crying?” I immediately sat down on the bed and wrapped my arms around her, holding her while she cried. I learned more that day than any textbook could ever teach.Are the questions below true or false? Tick the correct column.

TrueFalseWords spoken loudly are always indicative of a problemAboriginal people like to get straight to the pointSilence can be misinterpretedAnyone who does not make eye contact is rudeTouch is culturally determinedLanguage is the most important means of communicationAssessment begins with effective communicationScenario 3:Working with interpretersNansi was a 38 year old Sudanese Australian admitted to the gynae ward. She had several uterine fibroids that, though benign, had caused dysmenorrhea and menorrhagia. Nansi could speak little or no English but her 12 year old son had accompanied her to hospital.The admitting doctor chose the most immediate solution to the problem and used Hassan as his interpreter. The assessment included questions about Nansi’s menstrual history, pregnancies and sexual activity. Hassan was too embarrassed to ask his mother these questions so the questions Nansi heard had no relationship to what the doctor had actually asked. Hassan in turn, made up the answers. Since he didn’t know a great deal about the female reproductive system some of the responses were a little out of the ordinary. Hassan’s response to “When was your last menstrual period?” was “not for 3 months”. Based on this data, the doctor quite correctly diagnosed a possible pregnancy and delayed surgery until blood results were back.The outcome could have been a lot worse. As it was, Nansi did receive the surgery even if it was 24 hours later than it should have been.

Activity 3.2: 5 MARKSControlling Stereotypical AssumptionsMy patient was a middle-aged man from Saudi Arabia who had paid a small fortune to have his surgery in Australia. I assessed his attitude towards me as dismissive and superior. My first task was to empty his urinal. When I suggested that since he hadn’t had his surgery yet he could use his ensuite bathroom, he yelled at me. My second task was to pour him a glass of water, the third to hand him a box of tissues and the fourth to take his vital signs. As I was completing his BP he touched me inappropriately. Somehow I managed to get out of the room without losing my temper but it was a close thing.I took time out and sat down to engage in some self-reflection and also reviewed my professional role boundaries. Professionalism certainly did not involve verbal abuse of a patient but I wasn’t sure I could control myself. I decided something had to be done and honesty was usually the best policy.I told my patient firmly that nurses in Australia were professionals and possessed a great deal of knowledge and expertise. We were considered valuable members of the community and attracted respect. I informed him that I thought we were having a culture clash and that his behaviour was interpreted in this country as sexual harassment. I concluded jokingly by reminding him that I would be the nurse looking after him post-op, so did he really want to antagonise me?My patient smiled, apologised and thanked me for my honesty. He promised to respect my culture and I made the same vow in return. We never had another incident.• What are the positive aspects of this interaction?• Could anything have been done differently?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

TOPIC 4: RESOLVING CROSS-CULTURAL MISUNDERSTANDINGSActivity 4.1 2 MARKSCross-Cultural MisunderstandingYung was an elderly Vietnamese lady admitted with dependent oedema related to congestive cardiac failure. She had been sponsored by her son under the family reunification scheme and had only been in the country for a week. Yung spoke no English but her sunny disposition and ability to communicate in sign language prevented any major problems.Yung had been washing in bed but on her third day she was well enough to go to the shower. Sign language was used to explain where Yung was going. She allowed the nurse to help her undress but became hesitant when asked to sit in the shower chair. However, she sat and was pushed into the shower stall. When the water was turned on, Yung began screaming hysterically as she attempted to get out of the chair. Several nurses came running and eventually Yung was dried, dressed and settled into bed. Her vital signs quickly returned to normal and she slept.When the son arrived, the nurse asked him if he had any explanation for what happened. He apologised for not having told the staff that his mother might react this way. Yung came from a remote village in southern Vietnam and had never seen a shower in her life. She had looked curiously at the apparatus in her son’s house but had no wish to experience it. The nurse thought she had learned a valuable lesson in cultural assessment.It is hard to believe that such a simple, everyday event like a shower could strike terror into a patient’s heart. The result could have been disastrous if Yung’s physical status had deteriorated.• How could this situation have been avoided?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Activity 4.2 5 MARKSRacismSeveral years ago Cathy commenced studying for her Diploma in Nursing. She was a bright, eager young woman who absolutely radiated warmth and dignity. She was a highly competent nurse who loved to care for people and her patients loved to be nursed by her.Cathy migrated from Nigeria on a temporary visa. Finances were a problem, so she decided to work as a carer in a nursing home to add to her income. On her first shift, Cathy introduced herself to the team and was immediately met with, “You sure are black and your hair looks like a jex pad. We’ll call you Blacki’. When the staff referred to her or requested her help, she was always referred to as Blacki. Cathy went back the next day, thinking this had been an isolated incident but the isolating, racist behaviour continued. At times she would be the only staff member on the ward because they had all gone to tea without her. She handed in her notice but because of her own strict moral code she worked the remainder of the week and continued to experience racist harassment.Cathy said that not all staff were actively involved in racist taunts but those who did not participate did nothing to stop it. Cathy finished her course and despite previously wishing to stay in Australia she returned home because she was unwilling to risk any further damage to her well-being.• Have you ever witnessed anything like this? It is not common, but neither is it rare.• How can dominant culture nurses improve the relationship with culturally diverse co-workers?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

ACTIVITY 4.3:Post Unit Delivery Student Self Assessment ExerciseKey to completing columns 1, 2 or 3:1 = I feel quite confident that I can always do this2 = I might sometimes need some help3 = I have no experience in this areaNOTE: Students can draw on work experiences, or if they have not worked, draw on school experiences.Apply an awareness of culture as a factor in all human behaviourCan you/do you know how to? How well can you do this? List one example of how you might do this1 2 3Work in a culturally appropriate manner.

Work in a way which creates a culturally and psychologically safe environment for all persons.Review and modify work practices in consultation with persons from diverse cultural backgrounds.Contribute to the development of relationships based on cultural diversityCan you/do you know how to?….. How well can you do this? List one example of how you might do this1 2 3Demonstrate respect for cultural diversity in all communication and interactions with clients, colleagues and customers.Use specific strategies to eliminate bias and discrimination in dealing with clients and co-workersCommunicate effectively with culturally diverse personsCan you/do you know how to?….. How well can you do this? List one example of how you might do this1 2 3Demonstrate respect for cultural diversity in all communications with clients, their families, staff, customers and others.Constructively use communication to develop and maintain effective relationships, mutual trust and confidence.Where language barriers exist, efforts are made to communicate in the most effective way possible.

Seek assistance from interpreters or other persons as required.

Resolve cross cultural misunderstandingsCan you/do you know how to?….. How well can you do this? List one example of how you might do this1 2 3Identify issues which cause conflict.

Consider cultural differences if difficulties or misunderstanding occur.

Effort is made to sensitively resolve differences, taking into account cultural differences.Difficulties are addressed with appropriate people and assistance sought when required.REFERENCES & RESOURCESAustralian Bureau of Statistics, (2007) Australian Social Trends, www.abs.gov.auAndrews, M and Boyle, J (1995) Transcultural concepts in nursing care, Lippincott, PhiladelphiaCarroll, J. (2000) A way of thinking about culture: An Exercise. Oxford Centre for Staff Learning and Development, OxfordCentre for Ethnicity and Health, (2009)

www.ceh.org.au/resources/publications.aspxCrisp, J and Taylor, C (2001) Potter & Perry’s fundamentals of nursing, Mosby, Sydney https://essaycove.com/ Funnell R, Koutoukis G, & Lawrence K, (2009) Tabbner’s Nursing Care Theory and Practice 5E, Elsevier, SydneyGeiger, J and Davidhizar, R (1995) Transcultural nursing assessment and intervention, Mosby, St LouisGorman, D (1995) ‘Multiculturalism and transcultural nursing in Australia’, Journal of Transcultural Nursing, Vol. 6 No.2, pp 27-33Josipovic, P (2001) ‘Recommendations for culturally sensitive nursing care’ International Journal of Nursing Practice, Vol 6, pp 146-152Kanitsaki, O (1996) ‘Transcultural nursing practice in acute/chronic settings’, in Omeri, A and Cameron-Traub, E (eds) Transcultural nurisng in multicultural Australia, RCNA, ACT.Korn, C. (2001) ‘The Language of Teaching and the Vocabularies of Possibility’. TABOO The Journal of Culture and Education, Vol. 5 No. 1Lachowicz, R (1997) Resolving Conflict, Changing Justice: Seeking Unity in Diversity A Training Resource about Culture, Communication, Conflict Resolution and Law, South Brisbane Immigration and Community Legal Service.Leininger, M (1995) Transcultural nursing: concepts, theories, research and practices, 2nd edn, McGraw Hill, New YorkLuckman, J (1999) Transcultural communication in nursing, Delmar, New YorkMedical University of South Carolina, College of Medicine (2010), Cultural Competence http://etl2.library.musc.edu/cultural/index.phpNational Health and Medical Research Council – NH&MRC (2005) Cultural competency in health: A guide for policy, partnerships and participation, ACTOmeri, A (1996) ‘Transcultural nursing: fact or fiction in multicultural Australia’, in Omeri, A and Cameron-Traub, E (eds), Transcultural nursing in multicultural Australia, RCNA, ACTOmeri, A & Raymond, L. (2009) ‘Diversity in the context of multicultural Australia:Implications for nursing practice’, in Daly J, Speedy S, Jackson D (eds.) Contexts in Nursing 3e. Australia, Churchill LivingstoneQueensland Government, E Training Resources website 2010 http://legacy.communitydoor.org.au/resources/etraining/units/chccs405a/section4/section4topic01.htmlValdes, J.M. (1986) Culture Bound. Cambridge University Press. Sydney

People of Korean Heritage vs People of Mexican Heritage.Answer the following questions; 1. Describe the heritage of the Korean and Mexican people and discuss if there is any similarity in their roots.


People of Korean Heritage vs People of Mexican Heritage

.

Answer the following questions;

1. Describe the heritage of the Korean and Mexican people and discuss if there is any similarity in their roots.

2. Describe some healthcarebeliefs of the Korean and Mexican heritage and how they influencethe delivery of evidence-based health care.

3. Mention some customs practice by the Korean and Mexican to cure diseases.

You must use


at least two evidence-based references.



A minimum of 700 words is required.

This week, you will submit an 8- to 10-minute recorded presentation explaining the key components of your research proposal. A brief introduction, including your research questions and hypothesis Th

This week, you will submit an 8- to 10-minute recorded presentation explaining the key components of your research proposal. A brief introduction, including your research questions and hypothesis The significance to nursing An overview of your literature review A summary of your design and methodology Include: Your sample procedures Your data collection procedures An overview of your data analysis plan Ethical considerations A summary and conclusion of your research proposal

Head-to-Toe Assessment For this assignment, perform a complete head-to-toe assessment on someone of your choice or a hypothetical person who has at least two (2) systems issues. Use the head-to-toe te


Head-to-Toe Assessment

For this assignment, perform a complete head-to-toe assessment on someone of your choice or a hypothetical person who has at least two (2) systems issues. Use the head-to-toe template here (see attachment) to document your assessment (add more lines as needed). In a Microsoft Word document of 4-5 pages (in addition to the template) formatted in APA style, discuss the remaining criteria for the assignment.

Please note

that the title and reference pages should not be included in the total page count of your paper.

In your paper, address each of the following criteria:

· Use the template and include:

o System being assessed.

o Detailed review of each system with normal and abnormal findings.

o For any system for which you do not have equipment, explain how you would do the assessment.

o Normal laboratory findings for client age.

· An analysis of age-specific risk reduction health screening and immunizations.

· Two differential diagnoses (diseases) associated with possible abnormal findings.

· A plan of care (including two priority-nursing diagnoses, interventions, evaluation).

· Pharmacological treatments that can be used to address health issues for this client.

· Client and age appropriate evidenced-based practice strategies for health promotion.

On a separate references page, cite all sources using APA format.

Head-to-Toe Assessment For this assignment, perform a complete head-to-toe assessment on someone of your choice or a hypothetical person who has at least two (2) systems issues. Use the head-to-toe te
Head-to-Toe Assessment NSG3012 Week 4 Project System Findings (normal/abnormal) Equipment needed Laboratory findings

POSTER INFOR FOR Patient safety in surgery (regarding Universal protocol for making sure we have the right patient, right surgery and the right side

TOPIC: Patient safety in surgery (regarding Universal protocol for making sure we have the right patient, right surgery and the right side)

Provide background information related to the selected National Patient Safety Goal.

a.Identify the purpose of the EBG or practice protocol

I NEED AN ABSTRACT, INTRODUCTION (background information) AND

Impact on healthcare environment-1.      Discuss the impact of the EBG or protocol on the current healthcare environment for further research

THIS IS FOR A POSTER SO IT DOESNT NEED TO BE LONG—IT NEEDS TO BE GOOD

SOEM ARTICLES:

Patient safety is Surgery: Background, Study design, here is article: http://www.sciencedirect.com/science/article/pii/S1072751507005017

Patient safety system: https://pssjournal.biomedcentral.com/articles/10.1186/1754-9493-4-6

Universal Protocol, Wrong site wrong patient: http://jamanetwork.com/journals/jamasurgery/fullarticle/406371 AND http://www.jopan.org/article/S1089-9472(04)00287-4/abstract

Patient safety practices: http://www.surgical.theclinics.com/article/S0039-6109(05)00122-2/abstract

The purpose of this assignment is to evaluate the effectiveness of an emergency response for a local or national disaster that has occurred within the last 5 years. A minimum of three scholarly or pee

The purpose of this assignment is to evaluate the effectiveness of an emergency response for a local or national disaster that has occurred within the last 5 years.

  • A minimum of three scholarly or peer-reviewed research articles are required. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
  • Investigate local or national disasters that have occurred within the last 5 years. These can be related to climate emergencies, such as flood, hurricane, tornado, earthquake, wildfire, or volcanos. Other types could be related to terrorism, bioterrorism, accidents, biological or chemical agents, disease outbreaks such as an infectious disease pandemic, foodborne terrorism, or active shooter with mass casualty preparedness.
  • Select one disaster and evaluate the emergency response that occurred for that event.
  • Create an 8-10-slide PowerPoint presentation discussing the local or national disaster you selected and evaluate the emergence response. Create speaker notes of 100-250 words for each slide.

Include the following in your presentation:

  1. Describe the event and explain how it impacted the local or broader community.
  2. Discuss the emergency response measures that were taken in responding to the event. Evaluate whether the emergency response measures created an appropriate, timely, and effective response. Provide examples and rationale.
  3. Explain how emergency response efforts included marginalized communities. Discuss whether decision making during this time considered diversity, equity, and inclusion.
  4. Discuss how the principles of a Christian worldview can be applied to ensure inclusion of marginalized communities in emergency response preparation and response.
  5. Based on your evaluation, what could have been done differently or what could be done differently in the future? How could these suggestions be applied to a similar event?
  6. Discuss the role of the DNP-prepared nurse when responding to this type of crisis as an emergency responder. How would you lead with moral courage in the emergency response? How would you prioritize and target critical resources to those who need them the most?

Writing a 5-10 page Report and creating a PowerPointpresentation illustrating/summarizing the report. this is for the community of Miami Dade in Florida PLEASE REVIEW THE ATTACHMENT S Overview A) Desc

Writing a 5-10 page Report and creating a PowerPointpresentation illustrating/summarizing the report.

this is for the community of Miami Dade in Florida

PLEASE REVIEW THE ATTACHMENT S

Overview

A) Description of the Community i) History

ii) Type of community: urban, suburban, ruralII) PhysicalEnvironmentalConsiderations:TheCommunity As a Place

A) Description: general identifying data

i) Location

ii) Topographical features

iii) Climate

  1. B) Boundaries, area in square miles
  2. C) Environment

    1. i) Sanitation: water supply, sewage, garbage, trash
    2. ii) Pollutants, toxic substances, animal reservoirs or vectors, flora and fauna
    3. iii) Air quality: color, odor, particulates
    4. iv) Food supply: sources, preparation
    5. v) Potential disaster in the population
    6. vi) Extent of disaster preparation in the population1
  3. D) Housing

    1. i) Types of housing (public and private)
    2. ii) Condition of housing
    3. iii) Percent owned, rented
    4. iv) Housing for special populations(a) Near homeless (b) Homeless(c) Frail elders
  4. E) Leading industries and occupations

III) ThePeopleoftheCommunity

A)

B)

Population profile

  1. i) Total population for _________(year of last census)
  2. ii) Population density
  3. iii) Population changes in past 10 years
  4. iv) Population per square miles
  5. v) Mobility
  6. vi) Types of Families

Biological Considerations/Vital and demographic population characteristics

  1. i) Age composition
  2. ii) Sex distribution
  3. iii) Race distribution
  4. iv) Ethnic group composition and distribution
  5. v) Mortality Characteristics(a) Annual Birth and crude death rates (b) Age-specific death rate(c) Infant mortality rate(d) Maternal mortality rate
  6. vi) Cause-specific death rate (specific health area)
  7. vii) Leading causes of morbidity(a) Incidence rates (specific diseases) (b) Prevalence rates (specific diseases)2

C) Psychological Considerations

  1. i) Significant historical events
  2. ii) Future economic prospects
  3. iii) Formal and Informal Communication Network
  4. iv) Rates of Suicide and Homicides for specific subgroups within the population
  5. v) Adequacy of protective services
  6. vi) Common sources of Stress (e.g. unemployment , lack of affordable housing)
  7. D) Sociocultural Considerations: The Community As a Social System

    1. i) Socioeconomic status(a) Income of family(b) Major occupations(c) Estimated level of unemployment (d) Percent below poverty level(e) People retired
    2. ii) Educational level(a) Religious distribution(b) Marriage and divorce rates (c) Language
  8. E) Government and Leadership

    1. i) Type of government (mayor, city manager, board of commissioners)
    2. ii) City offices (location, hours, services, access)
  9. F) Education

    1. i) Public educational facilities
    2. ii) Private educational facilities
    3. iii) Libraries
    4. iv) Services for special populations(a) Pregnant teens(b) Adults with special problems(c) Children and adults who are developmentally disabled (d) Children and adults who are blind and/or deaf
  10. G) Transportation
  11. H) Behavioral Considerations

    1. i) Consumption patterns (general nutritional level of the population)
    2. ii) Leisure pursuit
    3. iii) Other health-related behaviors (e.g. frequency of seat belt use)3

I) Health System Considerations

  1. i) Identify existing services
  2. ii) Assessing current level of performance
  3. iii) Availability and accessibility of specific types of health care services
  4. iv) Health needs lacking services
  5. v) Extent to which health care services are overused and underused
  6. vi) Financing of health care

PRINCIPALS OF ASSESSMENT FOR REGISTERED NURSES : WEEK 2 DISCUSSION: Scenario 1 A 50-year-old woman is admitted with chief complaints of headache and decreased range of motion in her neck. She also com

PRINCIPALS OF ASSESSMENT FOR REGISTERED NURSES :

WEEK 2 DISCUSSION:

Scenario 1

A 50-year-old woman is admitted with chief complaints of headache and decreased range of motion in her neck. She also complains of vertigo, hearing loss in one ear, profuse sweating, and uncontrollable eye movements. Her past medical history indicates that she was in a motor vehicle accident three days before her admission. MUST ANSWER THE FOLLOWING QUESTIONS (ALL OF THEM) ONE PAGE MINIMUM!

  • What are the possible causes of these symptoms?
  • What specific diagnostic testing would you recommend? Why?
  • What conditions should be ruled out? Why?
  • How would you distinguish between these conditions?

READING :

From your course textbook, Physical Examination and Health Assessment, read the following chapters:

  • Integumentary
  • HEENT (head, ears, eyes, nose, throat)

Jarvis, C. (2019). Physical examination and health assessment (8th ed.). Saunders. ISBN: 9780323510806.

Please refer to the file attached

Please refer to the file attached

Please refer to the file attached
Assessment One: Short answer questions on a case study Length: 750 words Weighting: 30% Due: Week 5, Monday 22nd August 2022 at 12 midnight Aim of the assessment The purpose of this assessment is to enable you to: 1. Explain the underlying pathophysiology related to the clinical manifestations of ST elevation myocardial infarction (STEMI) 2. Discuss the importance of reperfusion in the management of a patient presenting with STEMI 3. Identify evidence -based strategies whe n caring for a patient presenting with STEMI Case Study Introduction: Mr Raj Kumar is a 64 -year -old male with no known allergies (NKA) Situation: Mr Raj Kumar arrived at the Emergency Department at 1130 hrs with central crushing chest pain radiating to his jaw since 1100 hrs. Findings from the 12 lead ECG recorded by paramedics showed ST elevation in leads V2, V3, V4 . 300mg Aspirin administered on route to hospital. Backg round: Hypertension ( Captopril 12.5mg bd) Hyperlipidaemia (Simvastatin 40mg nocte). Type 2 Diabetes Mellitus (DM) (diet controlled) Assessment: – Airway patent – Breathing: R espiratory rate 18 , bilateral air entry, breath sounds clear. SpO 2 on room air 95% – Circulation: Sinus Tachycardia 102bpm. BP 140/90. Diaphoretic and p eripherally cool. Central crushing chest pain radiating to the jaw. COLDSPA: Character: crushing chest pain Onset: 11am Location: Central, radiating to jaw Duration: ongoing Severity: 7/10 Pattern: at rest, not relieved by SL Anginine Spray Associated symptoms: diaphoresis – Disability: Alert & oriented. P upils equal and reacting to light (P EARL ). Pain score 7/10. Equal strength in all four limbs. – Exposure: IVC Left cubital fossa. – Fluid: NBM. NO IVF – Weight 88kg Results: – Elevated Troponin 35ng/L troponin – 12 lead ECG: ST elevation (>2mm) V2, V3, V4 A diagnosis of acute anterior STEMI is made Recommendations: Supplemental oxygen if SpO2 < 93% Continuous cardiac ECG monitoring 12 -lead ECG now, then every 30 minutes Keep in resuscitation bay (Triage category 2) Blood tests : Troponin now, then again in 2 hours Medications: Morphine 2.5mg IVI 2/24 (PRN maximum dose 10mg ) Nitro -glycerine 600mcg SL (PRN maximum 3 doses ); if pain persists , consider IV G lyceryl Trinitrate infusion Clopidogrel 300mg PO STAT Heparin 5000 IU IV STAT As per STEMI reperfusion flowchart: Transfer to Cardiac Cath Lab for urgent primary PCI when ready (<90mins). If PCI delayed , give Tenecteplase 45mg IV as per PACSA @ 1230pm Guided Questions: Question 1: ( 250 words) Pick one (1) clinical manifestation and discuss the related pathogenesis: (i) Central crushing chest pain with radiation to the jaw or; (ii) ST elevation or; (iii) elevated Troponin (35ng/L) Question 2: ( 500 words) • Pick one (1) intervention from EACH of the three (3) categories below. • Provide one rationale for intervention s selected form each category . Use evidence and/or pathophysiology to support your answer. Category 1 Non -pharmacological interventions Category 2 Pharmacological interventions Category 3 Reperfusion interventions • Supplemental oxygen if SpO2<93% • 12 lead ECG within 10 minutes of arrival and then every 30 minutes • Troponin at 0 and 2 hours • Morphine 2.5mg IV • Nitro -glycerine 600mcg SL • Aspirin 300mg • Heparin 5000iu IV • Clopidogrel 300mg • Tenecteplase 45mg IV • Primary Percut aneous Coronary Intervention Supporting resources American Psychological Association (APA) referencing style guide (PDF 725 KB) (Western Sydney University Library, 2020). Library Study SmartLinks to an external site. —a library resource that helps you to complete assignments (Western University Library, 2021). Western Sydney University Library has further information about referencing on their Referencing and citation page. Suggested readings • Pathway for Acute Coronary Syndrome Assessment (PACSA) (New South Wales Health, 2019). • National Heart Foundation of Australia and Cardiac Society of Australia and New Zealand: Australian clinical guidelines for the management of acute coronary syndromes 2016 (Chew et al., 2016, pp. 895 –951). Guided Questions Criteria Mark High Distinction Distinction Credit Pass Fail Criteria 1: Question 1 – Demonstrates comprehensive and detailed knowledge of the pathogenesis of one (1) clinical manifestation of ST – elevation Myocardial Infarction /20 Provides an accurate and clear explanation of the pathogenesis causing the clinical manifestation of the patient in the case study. Synthesises the information effectively in own words , explanation is developed in a logical sequence and is technically correct . The dis cussion is clearly and accurately supported by appropriate sources. Explains the pathogenesis causing the clinical manifestation of the patient in the case study. Mostly synthesises the information effectively in own words and in a logical sequence . The d iscussion is clearly and accurately supported by appropriate sources. Generally, provides an accurate explanation of the pathogenesis causing the clinical manifestation of the patient in the case study. The explanation is mostly developed in a logical seq uence but there may be one or two omissions of information or manifestation is accurately explained but there is little logical development in the discussion. The discussion is supported by appropriate sources. Provides a basic description of the pathogene sis of the clinical manifestation presented by the patient in the case study. There may be minor inaccuracies, omissions or repetition of information, lack of clarity or logical flow of the process. The discussion is mostly supported by appropriate source s. Gives either a superficial description or inaccurate description of the pathogenesis of the clinical manifestation. There are significant inaccuracies, repetition, or lack of clarity. Has not accurately related the clinical manifestations to the pathogenesis. 17 -20 15 -16.5 13 -14.5 10 -12.5 ≤9.5 Criteria 2 Question 2 -Category 1 Demonstrates understanding of one (1) non – pharmacological intervention for the patient presenting Accurately identifies one (1) non – pharmacological intervention to manage a patient presenting with STEMI. The answer Accurately identifies one (1) non – pharmacological intervention to manage a patient presenting with STEMI. The answer Accurately identifies one (1) non – pharmacological intervention to mana ge a patient presenting with STEMI. The answer Accurately identifies one (1) non – pharmacological intervention to manage a patient presenting w ith STEMI. The answer Does not accurately identify one (1) non – pharmacological intervention to manage a patient presenting with Guided Questions Criteria Mark High Distinction Distinction Credit Pass Fail with STEMI using current evidence /pathophysiology to support answer /20 is well -supported by current evidence . The answer is accurate and clearly explains the rationale /s. is well -supported by current evidence. The answer is accurate and clearly explains the rationale /s May be missing minor detail or requires further elaboration required is supported by a rationale. The answer explains the rationale/s but more depth/technical information required . is not well -supported by current evidence . More details to support the discussion required. STEMI or provides little or inaccu rate explanation of rationales. Information predominantly copied or quoted from inappropriate sources. 17 -20 15 -16.5 13 -24.5 10 -12.5 ≤9.5 Guided Questions Mark High Distinction Distinction Credit Pass Fail Criteria 3 Question 2 -Category 2 Demonstrates understanding of one (1) pharmacological intervention for the patient presenting with STEMI using current evidence /pathophysiology to support answer /20 Accurately identifies one (1) pharmacological intervention to manage a patient presenting with STEMI. The answer is well -supported by current evidence . The answer is accurate and clearly explains the rationale /s. Accurately identifies one (1) pharmacological intervention to manage a patient presenting with STEMI. The answer is well -supported by current evidence. The answer is accurate and clearly explains the rationale /s. May be missing minor detail or further elaboration required. Accurately identifies one (1) pharmacolo gical intervention to manage a patient presenting with STEMI. The answer is supported by a rationale. The answer explains the rationales but more depth/technical information required . Accurately identifies one (1) pharmacological intervention to manage a patient presenting with STEMI. The answer is not well -supported by current evidence . More details to support the discussion required. Does not accurately identify one (1) pharmacological intervention to manage a patient presenting with STEMI or provides little or inaccurate explanation of rationales. Information predominantly copied or quoted from inappropriate sources. 17 -20 15 -16.5 13 -24.5 10 -12.5 ≤9.5 Guided Questions Mark High Distinction Distinction Credit Pass Fail Criteria 4 Question 2 -Category 3 Demonstrates understanding of one (1) reperfusion strategy for the patient presenting with STEMI using current evidence /pathophysiology to support answer /20 Accurately identifies one (1) reperfusion strategy to manage a patient presenting with STEMI. The answer is well – supported by current evidence . The answer is accurate and clearly explains the rationale /s. Accurately identifies one (1) reperfusion strategy to manage a patient presenting with STEMI. The an swer is well – supported by current evidence. The answer is accurate and clearly explains the rationale/s. May be missing minor detail or further elaboration required Accurately identifies one (1) reperfusion strategy to manage a patient presenting with ST EMI. The answer is supported by a rationale. The answer explains the rationale /s but more depth/technical information required . Accurately identifies one (1) reperfusion strategy to manage a patient presenting with STEMI. The answer is not well – supported by current evidence . More details to support the discussion required. Does not accurately identify a reperfusion strategy to manage a patient presenting with STEMI or provides little or inaccurate explanation of rationales. Information pre dominantly copied or quoted from inappropriate sources. 17 -20 15 -16.5 13 -24.5 10 -12.5 ≤9.5 Academic Writing Mark High Distinction Distinction Credit Pass Fail Language use Writes in a clear and succinct academic style using correct grammar , spelling , and punctuation Writes in an advanced style exhibiting highly coherent and logical flow of ideas. Organisation of material exhibits an advanced level of clarity. No errors in spelling, grammar, punctuation or Writes clearly and succinctly with a coh erent, logical flow of ideas exhibiting advanced clarity. No errors in spelling, punctuation, grammar or Writes clearly and satisfactory use of language enables effective flow of ideas. Minor, infrequent errors in spelling, punctuati on, grammar and sentence construction that do Writing is reasonably clear, but at times the effective flow of ideas and meaning is hindered. Minor, frequent errors in spelling, punctuation, grammar and sentence Writes in an elementary style with very basic use of language and poor articulation of ideas. It may be verbose, convoluted or difficult to read. Organisation of material and main points is unclear. /5 sentence construction. sentence construction. not impede flow of ideas. construction someti mes impede the flow of ideas. The errors in spelling, pun ctuation, grammar and sentence construction impede meaning. 4.5 -5 4 3.5 2.5 <2 Academic Writing Mark High Distinction Distinction Credit Pass Fail Referencing and in -text citations Uses a minimum of six recent (2017 -2022) academic sources such as journal articles, textbooks, government reports, or creditable organisational websites). All sources of information must be clearly relevant and accurately cited applying conventions of in -text referencing for APA 7 style. A complete refer ence list is correctly formatted according to APA style. /5 Referencing technique is flawless and follows APA 7 convention s both in – text and in the reference list. Uses a selection of appropriate references. Evidence of cited sources is always clear and accurate. Referencing technique follows APA 7 convention s but contains infrequent minor errors. Uses a selection of appropriate references. Evidence of cited sources is always clear and accurate. Referencing technique follows APA 7 convention s but contains infrequent errors. Uses at least the minimum number of required references. Evidence of cited sources is clear and accurate. There may be frequent minor errors in APA 7 referencing convention in in -text referencing and/or the reference list. Uses at least the required number of required references. Use of cited sources is not always clearly evident. There may be absent or incorrect use of APA referencing technique. Does not use the minimum number of required references, or uses predominantly inappropriate or non -authoritative sources. Sources of information are not correctly acknowledged. 4.5 -5 4 3.5 2.5 <2 Academic Integrity Search terms/ Search engines used Mark 5 4 2-3 1 0 • Indicates search terms used to access literature via the nursing e-resources via the library • Provides names of search engines and search terms used to locate literature. For example – CINAHL – MEDLINE (Ovid) – Clinical Key for Nursing – Cochrane library – JBI – Scopus /5 Student carefully provides a very thorough list of search terms and provides names of search engine /s used to locate literature Student provides a comprehensive list of search terms used and provides names of search engines used to locate literature Student i ndicates search terms used and provides names of some of the search engines used to locate literature Student has NOT provided ONE of the items i.e., the NOT provided the search terms and OR the names of search engines used to locate literature. Student ha s NOT provided NEITHER the search terms and or full names of search engines used to locate literature 5 4 2-3 1 0 Academic Integrity Turnitin (Similarity Percentage) Mark 5 3-4 2.5 -3 0.5 0 Student aims for Similarity percentage via Turnitin of ≤ 15% /5 Turnitin (Similarity Percentage of ≤ 15%) Turnitin (Similarity Percentage of 16% – 17%) Turnitin (Similarity Percentage of 18 -21%) Turnitin (Similarity Percentage of 22 -25%) Turnitin (Similarity Percentage ≥ 26% 5 3-4 2.5 -3 0.5 0
Please refer to the file attached
Assessment One: Hv3 Short answer questions on a case study (TEMPLATE) Search terms used to access literature: Search engines used to access literature: Example: CINAHL, MEDLINE (Ovid) , Clinical Key for Nursing, Cochrane library, JBI, Scopus Question 1. (250 words) Question 2: Category 1 (approx. 165 words) Question 2: Category 2 (approx. 165 words) Question 2: Category 3 (approx. 165 words) References

Topic 3: Research Ethics And Evaluating Quantitative ResearchJan 23-29, 2023Max Points:238 Objectives: Evaluate the components of a quantitative research study.Compare different types of quantitative

Topic 3: Research Ethics And Evaluating Quantitative ResearchJan 23-29, 2023Max Points:238

Objectives:

  1. Evaluate the components of a quantitative research study.
  2. Compare different types of quantitative designs.
  3. Contrast levels of control between experimental and nonexperimental research designs.
  4. Describe sampling theory.

Assessment Description

Question 1) Provide examples of experimental and nonexperimental research design. Contrast the levels of control applied to each.with intext citation and references within 5years

Question 2)Describe sampling theory and provide examples to illustrate your definition. Discuss generalizability as it applies to nursing research..with intext citation and references within 5years