Discussion: Diversity And Health Assessments May 2012 067478

Discussion: Diversity and Health Assessments May 2012, Alice Randall Wr

Discussion: Diversity and Health Assessments May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012). Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health.

Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity. In this discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into account when building a health history for patients from diverse backgrounds. Your instructor will assign a case study to you for this discussion. To prepare: Reflect on your experiences as a nurse and on the information provided in this week's learning resources on diversity issues in health assessments. By Day 1 of this week, you will be assigned a case study by your instructor.

Note: Please see the “Course Announcements” section of the classroom for your case study assignment. Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you. Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

Think about the challenges associated with communicating with patients from various populations. What strategies can you, as a nurse, employ to be sensitive to different cultural factors while gathering the pertinent information? By Day 3 of Week 2, post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and assess health risks.

Paper For Above instruction

Introduction

Understanding cultural diversity is essential in the provision of effective health assessments. Cultural beliefs, societal norms, spiritual practices, and socioeconomic status significantly influence health behaviors, perceptions, and outcomes. As healthcare providers, nurses must recognize these factors to develop a comprehensive and culturally sensitive approach to patient care. This paper explores how socioeconomic, spiritual, lifestyle, and cultural factors influence health assessments, using a hypothetical case study to illustrate the practical application of culturally competent care.

Case Study and Cultural Context

Imagine a middle-aged Hispanic woman from a rural background presenting with poorly controlled hypertension. Her cultural beliefs include a reliance on traditional remedies and a family-oriented approach to health. She works as a farmworker, with limited formal education and low health literacy. Spirituality plays a vital role in her daily life, and she believes that health is influenced by spiritual balance and divine will. These factors create unique considerations for assessing her health needs and risks.

Influences on Health Assessment

Socioeconomic status impacts her access to healthcare services, medications, and health information. Low health literacy may hinder her understanding of medical instructions and medication adherence. Her cultural belief in traditional remedies and spiritual balance affects her attitudes towards Western medicine and lifestyle modifications. Her occupation exposes her to environmental hazards and stressors that influence her cardiovascular health. Recognizing these factors allows the nurse to tailor questions that respect her background while gathering necessary health data.

Sensitive Interactions and Communication Strategies

Effective communication with this patient involves employing cultural humility, active listening, and appropriate language. Using interpreters or culturally adapted educational materials can enhance understanding. Open-ended questions facilitate dialogue about health beliefs and practices. Respecting her use of traditional remedies while explaining the importance of medication adherence exemplifies cultural sensitivity. Building trust is central to effective health assessment and intervention.

Targeted Questions for Health History and Risk Assessment

  1. Can you tell me about any traditional medicine or remedies you use to manage your health?
  2. How does your spiritual practice influence how you approach your health and healthcare decisions?
  3. What challenges do you face in managing your blood pressure with your current work and living conditions?
  4. How do you usually get health information, and what sources do you trust?
  5. Would you be comfortable discussing any barriers you face in taking your medications regularly?

Conclusion

Assessment of patients from diverse backgrounds requires sensitivity, respect, and adaptability. By understanding and integrating socioeconomic, spiritual, and cultural factors into health histories, nurses can improve health outcomes and foster trust. Developing targeted, culturally appropriate questions helps bridge communication gaps and ensures comprehensive care that honors each patient's unique cultural identity.

References

  • Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. (2019). Seidel's guide to physical examination: An interprofessional approach (9th ed.). Elsevier Mosby.
  • Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). Elsevier Mosby.
  • Centers for Disease Control and Prevention. (2015). Cultural competence. Retrieved from https://www.cdc.gov/healthyyouth/health-education/cultural_competence.htm
  • Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J. (2014). Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis. Journal of Asthma, 51(7), 703-713.
  • United States Department of Health & Human Services. Office of Minority Health. (n.d.). A physician's practical guide to culturally competent care. Retrieved from https://minorityhealth.hhs.gov/../../
  • Espey, D. K., Jim, M. A., Cobb, N., Bartholomew, M., Becker, T., Haverkamp, D., & Plescia, M. (2014). Leading causes of death and all-cause mortality in American Indians and Alaska Natives. American Journal of Public Health, 104(Suppl 3), S303–S311.
  • Wannasirikul, P., Termsirikulchai, L., Sujirarat, D., Benjakul, S., & Tanasugarn, C. (2016). Health literacy, medication adherence, and blood pressure level among hypertension older adults treated at primary health care centers. Southeast Asian Journal of Tropical Medicine and Public Health, 47(1), 109–120.
  • Randall, A. (2012). Why Black Women Are Obese. The New York Times. Retrieved from https://www.nytimes.com/2012/05/16/opinion/randall-why-black-women-are-obese.html

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