Apa Format 3 References From Walden University Library Due

Apa Format 3 References 1 From Walden University Library Due Tuesday A

In-service for nursing staff Orange City is a mid-sized town comprised mostly of elderly and retired Caucasian adults. Since the addition of a new highway, shopping mall, and various other small businesses, Orange City has seen a recent explosion of families moving into the area. Many of these families come from diverse backgrounds adding a new layer of cultural diversity to the city. Because the nurses at Orange City hospital have traditionally worked with the same type of clientele, many have been taken off guard when individuals deny certain health care measures due to religious or cultural beliefs.

One day the nursing manager approaches you, the nurse educator, and asks if you could create an in-service that highlights the ways culture and religion can impact patient responses to medicine, preventative care, and treatment options. To prepare: Reflect on this week’s Learning Resources, paying specific attention to the alignment between learning activities and learning objectives. Review this week’s media, Crafting Learning Objectives, to examine an effective approach to crafting meaningful, measurable learning objectives. Select one of the scenarios above for your posting. Then, consider the following questions: What are the learning needs illustrated in the scenario? What meaningful learning objectives could you craft to address these learning needs? How could you use the learning objectives to create an educational, learner-centered activity? What type of activity might you create to help your learners achieve the learning objectives? How can you use the learning objectives to measure if learning has taken place? Using your answers to the questions above, create learning objectives and a learning activity applicable to your scenario. Posting Directions: When creating your post, use the title: “Learning activity for Scenario _____ .

Paper For Above instruction

The scenario presented highlights a crucial learning need among nursing staff in Orange City: the necessity to understand how cultural and religious beliefs influence patient responses to healthcare. As the demographic composition of the town shifts, it becomes increasingly important for nurses to develop cultural competence, ensuring respectful, effective communication and care tailored to diverse patient populations. The core of this educational intervention involves fostering awareness, knowledge, and skills related to cultural sensitivity in healthcare practices.

The primary learning needs involve understanding cultural and religious beliefs that may affect patients’ acceptance of treatments, administering medications, and participation in preventive care. Nurses need to recognize that some patients may refuse certain interventions based on religious convictions or cultural norms. Addressing this learning gap requires deliberate educational strategies that promote awareness of diverse health beliefs, improve communication skills, and enhance cultural competence.

To meet these needs, the learning objectives should be specific, measurable, and aligned with the desired outcomes. For example:

1. By the end of the training, participants will be able to identify at least three cultural or religious beliefs that can influence patient healthcare choices.
2. Participants will demonstrate effective communication strategies for discussing treatment options with patients from diverse backgrounds.
3. Participants will formulate culturally sensitive care plans to accommodate patient preferences and beliefs.

The activity designed to achieve these objectives could be an interactive workshop involving case studies, role-playing scenarios, and group discussions. For instance, a simulated patient encounter could allow nurses to practice respecting and addressing cultural or religious concerns while collaboratively developing care plans. This learner-centered approach encourages active engagement and contextual application of knowledge.

Additionally, to measure whether learning has taken place, pre- and post-assessment quizzes can be employed to evaluate changes in knowledge and attitudes. Reflection exercises can also help participants articulate their understanding of cultural competence and identify areas for continued growth. Evaluation metrics should align with the learning objectives to ensure that the educational intervention effectively enhances nurses’ ability to provide culturally responsive care.

References

• Campinha-Bacote, J. (2011). Transcultural healthcare quality and safety. Journal of Transcultural Nursing, 22(2), 123-126.
• Leininger, M. M. (2002). Culture care theory: A major contribution to advance transcultural nursing knowledge and practices. Journal of Transcultural Nursing, 13(3), 189-192.
• Purnell, L. (2013). The Purnell model for cultural competence. Journal of Transcultural Nursing, 24(2), 97-103.
• Betancourt, J. R., Green, A. R., Carrillo, J. E., & Park, E. R. (2005). Cultural competence and health care disparities: Key perspectives and trends. Health Affairs, 24(2), 499-505.
• Templeton, D. (2014). Teaching cultural competence in health education. International Journal of Health Education, 10, 50-55.