People of French Canadian Heritage.

People of German Heritage.

Read chapter 14 and 29 of the class textbook Transcultural Health Care. A Culturally Competent Approach (4th ed.)

Purnell, L.D.(and review the attached PowerPoint presentations. Read Content chapter 29 in Davis Plus Online Website. Once done answer the following questions;
1. Describe the health care beliefs of the German and French Canadian heritages and mention the influence in the delivery of evidence-based health care.
2. Discuss if there is any similarity in the health care beliefs and practices of the German and French Canadian heritage with the health care beliefs of your heritage.
3. If you have to change your health care beliefs for any of one study this week, which one will you choose and why?

The assignment must be presented in an APA format word document, Arial 12 font attached to the forum on the discussion board. A minimum of 3 evidenced-based references must be used with the appropriate references must be posted.

References must be no older than 5 years. A minimum of 700 words is required.

PLEASE DO NOT PLAGIARIZE.

Week 2: Common Screenings for Women

Many screening procedures are often recommended and routinely used with women to detect diseases in the earliest stages possible. Consider Cindy, who was 28 years old when she received the results of her annual pap smear. The results of the test were abnormal, leading to a diagnosis of human papillomavirus (HPV). While Cindy’s type of HPV did not require treatment, subsequent annual pap smears were highly recommended due to risks associated with the disease. Five years later, after another round of abnormal screening results, Cindy was diagnosed with aggressive cervical cancer, which was then successfully treated (Tamika & Friends, Inc., 2011). For diseases like cervical cancer, screenings and early detection can save patients’ lives, as it did in Cindy’s case. As an advanced practice nurse caring for women, you must be able to provide recommendations for screening tests, interpret test results, and develop care plans that meet the unique needs of patients.

Learning Objectives

By the end of this week, students will:

• Evaluate strengths and limitations of guidelines for screening procedures
• Analyze the influence of guidelines on clinical decision making
• Analyze the impact of advanced practice nurses on issues related to screening guidelines
• Evaluate diagnoses for patients
• Evaluate treatment and management plans
• Understand and apply key terms, principles, and concepts related to clinical guidelines on screening procedures
• Analyze differences between common screenings for younger women and common screenings for older women

Discussion: Guidelines on Screening Procedures

“THYROID DISEASE”

The goal of health promotion and education is to help prevent disease in patients. However, this is not always successful, and disease it not always preventable. With disease, early detection is ideal, often making screening procedures a routine part of clinical care. Unfortunately, many patients do not utilize these health services. This can be attributed to lack of awareness or access to care, financial concerns, or even levels of comfort with health care providers. In your role as the advanced practice nurse, you must be aware of potential obstacles for patients and implement strategies to ensure patients receive necessary screenings. Although a variety of screening procedures are recommended for women at various stages of life, not all screenings are appropriate for all patients. Understanding the strengths and limitations of each screening, as well as current guidelines for use is essential to effectively facilitate patient care. For this Discussion, the course Instructor will assign a specific topic for you to research.

To prepare:

• Review this week’s media presentation, as well as Chapters 6 and 8 of the Tharpe et al. text and the U.S. Department of Health and Human Services article in the Learning Resources.
• Research guidelines on screening procedures for the topic assigned to you by the course Instructor (e.g., guidelines on screening for domestic violence, safety, nutrition, osteoporosis, heart disease, mental health, eating disorders, thyroid disease, pap smear, mammogram, cancer, and sexually transmitted infections). Note: The course Instructor will assign a topic to you by Day 1 of this week.
• Reflect on strengths and limitations of the screening guidelines.
• Consider how the guidelines might support your clinical decision making.

By Day 3

Post an explanation of the guidelines on screening procedures for the topic assigned to you “THYROID DISEASE”. Include an explanation of strengths and limitations of the guidelines. Then, explain how the guidelines might support your clinical decision making.

By Day 6

Respond to at least two of your colleagues on two different days who were assigned different topics than you. Explain a patient scenario in which your colleague’s guidelines might not be appropriate. Then, explain how you would provide care for the patient in the scenario. Finally, explain how you, as an advanced practice nurse, might be able to impact issues related to these screening guidelines.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Initial Post Instructions

Initial Post Instructions
Deductive categorical reasoning is demanding. Its forms are rigid, but they are rigid with a reason; deductive categorical arguments are intended to prove the conclusion. If the premises are true and the conclusion logically follows, you have no choice but to accept the argument. The categorical syllogism is like a piece of machinery, the parts working together to produce a result – in the case of the categorical syllogism, the truth of the conclusion.

For the initial post, address all of the following:

• Explain how the machinery of the categorical syllogisms works.
  • Why two premises and one conclusion?
  • Why only three terms?
  • Why only four standard forms?
  • When and where, in your private life or your work life, would you want to use this type of reasoning?
• Look at “One Step Further” at the end of Chapter 6 or choose from Exercise 6.22, examples 1, 5 or 7. Translate one of the arguments there into a categorical syllogism.

is demanding. Its forms are rigid, but they are rigid with a reason; deductive categorical arguments are intended to prove the conclusion. If the premises are true and the conclusion logically follows, you have no choice but to accept the argument. The categorical syllogism is like a piece of machinery, the parts working together to produce a result – in the case of the categorical syllogism, the truth of the conclusion.

For the initial post, address all of the following:

• Explain how the machinery of the categorical syllogisms works.
  • Why two premises and one conclusion?
  • Why only three terms?
  • Why only four standard forms?
  • When and where, in your private life or your work life, would you want to use this type of reasoning?
• Look at “One Step Further” at the end of Chapter 6 or choose from Exercise 6.22, examples 1, 5 or 7. Translate one of the arguments there into a categorical syllogism.

To prepare:

·         Select one public policy that currently is impacting you and your practice. Consider the following:

o    What health care driver was the policy designed to address: cost, quality, access, or a combination?

o    Does the policy appear to be achieving its intended results? On what data are you basing your assumption?

o    What have been the effects (adverse or positive) of this policy on health care cost, quality, and access?

o    How is this policy affecting your nursing practice?

·         Next, select a health care issue—something you see or experience on a daily basis—about which you would like to influence a practice change through the policy process.

·         Review the Learning Resources, focusing on Kingdon’s Model. How would you utilize this model to guide your policy development?

·

PART 2

To prepare:

·         Review Chapter 3 of Milstead, J. A. (2012). Health policy and politics: A nurse’s guide (Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers

·         In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.

·         Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.

·         Consider how you could influence legislators or other policymakers to enact the policy you propose.

·         Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.

To complete:

Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:

·         Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.

·         Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.

·         Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.

o    Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.