Discussion: Cultural Factors in Promoting Health Education

Discussion: Cultural Factors in Promoting Health Education

Discussion: Cultural Factors in Promoting Health Education

For your initial post, consider the following scenario: Ms. Ramirez is a 58-year-old Hispanic female who came to the United States 15 years ago. She is admitted on your acute care unit with abdominal pain, nausea, vomiting, and fever. She speaks limited English and is a devout Catholic. Identify at least one cultural factor that will be instrumental in assisting you to care for this patient. How will this factor impact your strategy to promote health education? Recommend an appropriate health promotion

strategy.

In responding to two of your classmates’ posts, choose two classmates who identified a different cultural factor than the one you identified. Recommend at least one alternative health promotion strategy for the patient and explain why you think it would be effective. Include relevant citations from the literature to support your posts.

To complete this assignment, review the Discussion Rubric document.

Discussion: Cultural Factors in Promoting Health Education

Ms. Ramirez was admitted to the acute care unit with c/o abdominal pain, nausea, vomiting, and fever. Because Ms. Ramirez is limited in her English skills it will be important to make use of medically trained interpreters, MARTTI interpreter technology, or translation telephone services throughout her care. Explaining her condition, the reasons behind any tests or bloodwork, lab and test results, plan of care, and answering any questions she has prior to procedures in her native language of Spanish, is essential to making her care safe, compassionate, and effective (Schulson, Novack, Smulowitz, Dechen, & Landon, 2018).

The fact that Ms. Ramirez is reported to be a devout catholic may be a very important factor to consider when caring for her. It has been reported that patients with different faith-based beliefs may believe that illness is caused by fate or other supernatural factors such as punishment from God leading to patients not following treatment plans or taking medicines because the illness is somehow their own fault and needs to be endured (Hjelm & Bard, 2013). Studies of patients from Central and South American countries have also shown frequent use of herbal remedies for a variety of symptoms and conditions, instead of or along with prescribed medications. A long history of using herbal treatments which may be cheaper and more available to some patients may take the place of treatments and medications prescribed by physicians (Hjelm & Bard, 2013). It is very important to ask about these cultural beliefs related to illness and treatment to ensure that we can understand and address them.

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Use of interpreters, asking about cultural and religious beliefs regarding illness, treatments, and medications in a non-judgemental style will be key to learning what methods of teaching will be effective for Ms. Ramirez. Involving family and incorporating spiritual support as appropriate will also be important when caring for and teaching Ms. Ramirez during her hospital stay and upon discharge.

Hjelm, K. & Bard, K. (2013) Beliefs about health and illness in Latin-American migrants with diabetes living in Sweden. The Open Nursing Journal. 7: p. 57-65.

Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3680992/

Schulson, L., Novack, V., Smulowitz, P.B., Dechen, T., & Landon, B.E. (2018) Emergency department care for patients with limited English proficiency: A retrospective    cohort study. Journal of General Internal Medicine. 33(12) p. 2113-2119. doi: 10.1007/s11606- 018-4493-8. Retrieved from:

https://link.springer.com/content/pdf/10.1007%2Fs11606-018-4493-8.pdf

Undergraduate Discussion Rubric

Overview

Your active participation in the discussions is essential to your overall success this term.
Discussion questions will help you make meaningful connections

between the course content and the larger concepts of the course. These discussions give you a
chance to express your own thoughts, ask questions, and gain insight from your peers and
instructor.

Directions

For each discussion, you must create one initial post and follow up with at least two response
posts.

For your initial post, do the following:

• Write a post of 1 to 2 paragraphs.

• In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.

• In Modules Two through Eight, complete your initial post by Thursday at 11:59 p.m. of your
local time zone.

• Consider content from other parts of the course where appropriate. Use proper citation
methods for your discipline when referencing scholarly or popular sources.

For your response posts, do the following:

• Reply to at least two classmates outside of your own initial post thread.

• In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.

• In Modules Two through Eight, complete your two response posts by Sunday at 11:59 p.m. of
your local time zone.

• Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.”
Guidance is provided for you in the discussion prompt.

Rubric

Critical Elements Exemplary
Proficient Needs Improvement Not
Evident Value

Comprehension Develops an initial post with an

organized, clear point of view or

idea using rich and significant detail (100%)

Develops an initial post with a point of view or idea using adequate organization and detail (85%)

Develops an initial post with a point of view or idea but with some gaps in organization and detail
(55%)

Does not develop an initial post 40

with an organized point of view or idea (0%)

Timeliness N/A Submits
initial post on time (100%)

Submits initial post one day late (55%)

Submits initial post two or more 10

days late (0%)

Engagement Provides relevant and meaningful

response posts with clarifying explanation and detail (100%)

Provides relevant response posts with some explanation and detail (85%)

Provides somewhat relevant response posts with some explanation and detail (55%)

Provides response posts that 30

are generic with little explanation or detail (0%)

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