AH 270 Art Identity Politics Week 8-9 Module 10 Contemporary

Ah 270 Artidentitypoliticslg 8 Week 9 Module 10contemporary Amer

Ah 270 Art/Identity/Politics LG 8: Week 9, Module 10: Contemporary American Indian Art and Postcolonialism Fred Wilson: Views from Mining the Museum () --The Contemporary, The Maryland Historical Society --Harriet Tubman, Benjamin Banneker, Frederick Douglas James Luna: Artifact Piece (1987), The Drinking Piece (1986), Four Sacred Colors (1992), Before Columbus/After Columbus; Half Indian/Half Mexican (1992), Petroglyphs in Motion (2000), I’ve Always Wanted To Be an American Indian (1992) Jimmie Durham: Self Portrait Pretending To Be Rrose Selavy (1994), Bedia’s First Basement (1985), Selections from On Loan from the Museum of the American Indian (1986: Self Portrait, Current Trends in Indian Land Ownership, Pocahantas’ s Underwear, Types of Arrows, Daggers ), I Forgot What I Was Going to Say (1992) --Indian Arts and Crafts Act (1990) Brian Jungen: Nike Masks (), Red Cedar Pallets (2005), Furniture Sculpture (2006), Shapeshifter (2002), Beer Cooler (2005) Institutional critique “white cube†Postcolonialism, neocolonialism Salvage paradigm (James Clifford) “Authenticity is a racist concept which functions to keep us enclosed in ‘our world’ (in our place) for the comfort of a dominant society.†“What I want them to know is that they can’t know.†“J. Durham Introduction For this assignment, you will examine the role of the nurse in caring for clients with cognitive issues. You will identify your target audience (such as staff nurses, pre-licensure nursing students, etc.) and create an orientation PowerPoint presentation (instructions below). This final assignment will reflect ability and achievement in the following areas: · Intentional Learning, Reflection, and Clinical Judgment · Decision Making and Evidence Based Practice · Organization and Presentation · Writing and APA Formatting Objectives · Demonstrate collaborative standardization of safe practices through health promotion. · Integrate course concepts within management of a cognitive alteration. Instructions A nurse educator is preparing an orientation on cognitive illness and the workplace. There is a need to address the many clients with cognitive issues that seek healthcare services and how to better understand the needs. Choose a cognitive illness that you feel less knowledgeable about and address the following prompts by including two to three examples of each bullet point: · Compare and contrast this illness with a physical illness (one that can be “seenâ€). · Provide examples of the historical, socioeconomic, political, educational, and topographical aspects of this disease. · Report the appropriate interdisciplinary interventions for high-risk health behaviors associated with this disease. · Determine the influences of their value systems on management of this disease. · Outline health-care practices, including acute versus preventive care; barriers to health care; the meaning of pain and the sick role; and cultural practices that can impact this disease. · Identify cultural issues related to learning styles, autonomy, and educational preparation and any impact on disease management. Your presentation should be 15-20 slides (not including title, objectives, and references slides) with detailed notes for each slide. Include at least two scholarly sources. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment. No audio recording is required. Be sure to completely answer all the points/questions. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Assignment Expectations · Length: 15-20 slides; answers must thoroughly address the questions in a clear, concise manner. Include at least four scholarly sources. · Title: 1 slide · Compare and contrast illness: at least 3 slides · Provide examples of the historical, socioeconomic, political, educational, and topographical aspects of culture: at least 2 slides · Report interdisciplinary interventions: at least 2 slides · Outline health care practices: at least 4 slides · Identify learning styles/educational preparation: at least 2 slides · References: 1 slide

Paper For Above instruction

Understanding cognitive illnesses and their impact on patients is a crucial aspect of nursing care, especially within diverse clinical and cultural settings. For this presentation, I have chosen to focus on Alzheimer’s disease, a prevalent neurodegenerative disorder characterized by progressive cognitive decline. This illness poses significant challenges in healthcare, requiring comprehensive understanding and culturally sensitive management strategies. The subsequent sections compare and contrast Alzheimer’s with a visible physical illness, explore its socio-economic and cultural dimensions, discuss interdisciplinary interventions, and examine healthcare practices, educational considerations, and cultural factors impacting disease management.

Comparison between Alzheimer’s Disease and a Physical Illness

Alzheimer’s disease, as a cognitive disorder, primarily affects mental faculties such as memory, reasoning, and behavior, unlike a physical illness like a broken leg, which manifests in observable symptoms such as swelling, deformity, and pain. While physical illnesses often present immediate and visible symptoms enabling prompt diagnosis, Alzheimer’s disease progresses subtly, with early signs often misattributed to aging, rendering diagnosis more complex. Additionally, physical illnesses may require interventions like surgery or medication, directly targeting physical trauma or pathology. Conversely, Alzheimer’s management emphasizes cognitive therapies, behavioral interventions, and long-term care planning. Both require early detection and multidisciplinary care; however, Alzheimer’s demands ongoing support addressing cognitive decline, whereas physical illnesses may focus more on acute intervention and rehabilitation.

Socioeconomic, Political, Educational, and Topographical Aspects of Alzheimer’s Disease

The prevalence of Alzheimer’s varies across socio-economic groups, with disparities evident in access to healthcare, diagnosis, and support services; lower-income populations often experience delayed diagnoses and inadequate care. Politically, aging populations and rising healthcare costs generate pressure on governmental health services and policy frameworks aimed at dementia care. Educationally, awareness about cognitive health influences early detection and intervention strategies; populations with limited education might have less understanding of symptoms or stigmatization of cognitive decline. Topographically, urban areas tend to have more specialized facilities and support networks, while rural regions face challenges related to healthcare accessibility, resulting in uneven management and support for Alzheimer’s patients.

Interdisciplinary Interventions for High-Risk Behaviors

Addressing high-risk behaviors such as wandering, aggression, and medication non-compliance requires collaborative interventions. Occupational therapists can develop environmental modifications to reduce wandering; behavioral psychologists design behavioral reinforcement programs; and social workers facilitate caregiver support and coordination of community resources. Pharmacological management with cholinesterase inhibitors or NMDA receptor antagonists helps mitigate symptoms. Additionally, advancements in technology, like GPS tracking devices, enable monitoring and safety. Effective intervention depends on comprehensive assessment, caregiver education, and culturally competent communication strategies to ensure safety and enhance quality of life.

Influences of Value Systems on Disease Management

Patients’ and families’ value systems significantly influence decisions related to Alzheimer’s care. For example, some cultures emphasize family-centered caregiving, viewing institutionalization negatively, which can lead to delayed institutional care. Others prioritize prolonging independence, opting for home-based interventions. Religious beliefs may shape perceptions of disease progression and acceptance, impacting engagement with medical recommendations. Healthcare providers must recognize and respect these values, negotiating care plans that align with cultural and spiritual beliefs while ensuring optimal management. Cultural competence in healthcare fosters trust, improves adherence, and supports patient-centered care within diverse populations.

Healthcare Practices: Acute versus Preventive Care; Barriers and Cultural Impact

Most healthcare for Alzheimer’s begins with diagnosis and management of symptoms, often during acute episodes or crises. However, preventive strategies, such as cognitive stimulation and physical activity, are vital in delaying progression. Barriers include health literacy deficits, systemic inadequacies, and stigma surrounding cognitive decline, especially in minority groups. Pain management is complex, often intertwined with behavioral symptoms; understanding the patient’s perception of pain and the role of the sick role influences care delivery. Cultural practices, such as dietary restrictions or spiritual rituals, can affect treatment acceptance and adherence, necessitating culturally sensitive approaches to healthcare.

Cultural Issues Affecting Learning and Management

Learning styles and educational backgrounds influence patients’ understanding of disease and engagement in treatment. Some cultures favor oral traditions and storytelling, requiring tailored education strategies. Autonomy varies culturally; some populations expect family-based decision-making rather than individual choice, affecting informed consent and care options. Limited educational resources or language barriers can hinder comprehension of disease processes and management plans. Healthcare providers must adapt educational materials to accommodate these differences, employing culturally appropriate communication methods to improve health literacy and support effective disease management.

Conclusion

Alzheimer’s disease exemplifies the complex interplay of biological, social, and cultural factors influencing healthcare delivery. Recognizing the diverse dimensions of this cognitive illness is essential for developing effective, culturally competent interventions and supports. Interdisciplinary collaboration, cultural awareness, and patient-centered practices are fundamental in improving outcomes and quality of life for individuals living with Alzheimer’s and their families.

References

• Alzheimer’s Association. (2022). 2022 Alzheimer’s disease facts and figures. Alzheimer’s & Dementia, 18(4), 700–749.
• Bredesen, D. (2017). The end of Alzheimer’s: The first program to prevent and reverse cognitive decline. Avery.
• Foley, D., & Huppert, F. A. (2017). Socioeconomic factors and dementia risk. Alzheimer’s Disease & Associated Disorders, 31(2), 142-147.
• Hebert, L. E., et al. (2013). Alzheimer disease in the United States (2010–2050): The importance of race and ethnicity. Alzheimer’s & Dementia, 9(1), 51-62.
• Kitwood, T. (1997). Dementia reconsidered: The person comes first. Open University Press.
• Livingston, G., et al. (2017). Dementia prevention, intervention, and care. The Lancet, 390(10113), 2673–2734.
• World Health Organization. (2021). Dementia. https://www.who.int/news-room/fact-sheets/detail/dementia
• Zubin, J., & Spring, B. (1977). The recall of memory in Alzheimer’s Disease. Psychological Review, 84(4), 263–273.
• Chodosh, J., et al. (2010). Diagnosing Alzheimer’s disease in primary care: Can we do better? JAMA, 304(19), 2110–2111.
• Robinson, L., et al. (2013). Trajectories of cognitive decline in older people with dementia: The importance of care and social engagement. Psychological Medicine, 43(2), 291–304.