NR 391 DeVry Week 3 Course Project Milestone 1 Latest

Guidelines for Course Project Milestone 1:

Interviewee Profile

Purpose

The purpose of the Course Project is to give the student the opportunity to apply concepts in transcultural nursing by conducting a transcultural nursing assessment.

The purpose of Milestone 1 is to identify an adult who is not a relative who is willing to be interviewed for a transcultural nursing assessment, and to secure the instructor’s approval for the interview. Note: the actual interview does not occur until Milestone 3. It is not a purpose for this assignment.

Course Outcomes

The completion of the Course Project enables the student to meet the following Course Outcomes. CO#1: Identify theories, concepts, and beliefs related to transcultural nursing. (PO#1)

CO#2: Communicate effectively with culturally diverse individuals, families, and organizations. (PO #3)

CO#4: Perform a culturally competent nursing assessment. (PO#7)

Points

The entire project is worth 600 points. Milestone 1 is worth 100 points of this total.

Due Dates

You are to submit your completed NR391 Milestone 1: Interviewee Profile Form to the Milestone 1 Dropbox by11:59 p.m. MT at the end of Week 3.

Requirements and Guidelines

1. Review the Course Outcomes for this assignment, which are listed above.

2. Review the guidelines for Milestones 1, 2, and 3, paying particular attention to Milestone 1. The guidelines for all of the Milestones are located in Doc Sharing. Also, read the Course Project area on your eCollege screen for more details. Pay special attention to the Tips for Successful Course Projects.

3. Identify a potential interviewee who has been living in a culture other than the one of origin for at least the past 3–5 years. The interviewee could be a patient, friend, or colleague, such as a physician or acquaintance, but cannot be a relative. The interviewee must be living in your community and must be currently receiving or have previously received healthcare services in your community. The individual’s race, ethnicity, language, religion, and culturally based beliefs about healthcare and illness should be quite different from yours. The interviewee must speak your language. An interpreter is not permitted for the actual interview, which occurs in Milestone 3 (Week 6).

4. Interviewees can come from a variety of settings. Recent immigrants, migrant workers, refugees, coworkers, physicians, patients, and individuals who have recently moved to your community are some suggestions. Ideally, this individual was not born in the United States and his/her culture of origin is significantly different from yours. Work with your instructor prior to submitting Milestone 1. Approval must be provided by your instructor before submitting Milestone 1 (this assignment).

5. Speak with the individual and obtain permission to conduct an interview later in the course. Clearly explain that statements made in the interview will be recorded (written) and submitted to the instructor only. It is not intended for public access. Anonymity will be maintained by using first and last initials only. Do not use names in any of your documents. NR 391 FULL COURSE DISCUSSIONS & ASSIGNMENTS

6. Download the NR391_Interviewee_Profile_Form from Doc Sharing. Although you are not conducting the official interview until Milestone 3, it will be necessary to obtain some general information about your interviewee to complete Milestone 1. This information may come from the individual or Internet sources.

7. Fill in information about the potential interviewee using the form. This does not require APA formatting, but you are expected to write clearly and use proper grammar and spelling.

8. Submit the completed form to the Milestone 1 Dropbox by the end of Week 3 at 11:59 p.m. MT.

ADDITIONAL INFORMATION 

culturally competent nursing assessment

Introduction

The culturally competent nurse is aware of his or her patient’s culture and takes into account that it may be different from the way they were raised. In this article, we will go over some ways to assess your patients’ cultural beliefs about time, food, sleep patterns and more.

assessing cutlery and dietary habits

• Be aware of cultural differences in food preparation and eating.

• Ask about dietary habits, such as whether someone eats breakfast before noon or at noon before breakfast, or if they prefer cold or hot foods.

• Ask about religious beliefs regarding food: Are there any dietary restrictions (e.g., no pork)? Do people eat certain kinds of fish during Lent? Are there any foods that are prohibited for Muslims to eat (e.g., pork)?

assess cultural beliefs about time

When assessing the cultural beliefs about time, it’s important to consider whether or not a patient is on time. Being late is disrespectful in many cultures and can cause offense, especially if you are running late. If you are running late, call ahead of time so your patient knows what to expect. As with most things in life, being early is also important—it shows respect for others and demonstrates that you care about their well-being. If someone arrives early but leaves soon after arriving (or even at all), this could be considered rude behavior by some cultures but may not be seen as rude by others; however, either way both parties should feel respected for their actions regardless of how they arrived at their destination!

Another aspect of cultural belief systems surrounding “time” revolves around gifts given upon arrival or departure from one’s destination: if someone does not have anything small enough than perhaps flowers would suffice but there are other options available depending on where one lives/visits regularly such as candy bars/chocolate truffles etcetera…

Ask the patient about family roles and roles of other dressings in the family.

Ask the patient about family roles and roles of other dressings in the family.

Family members may be a source of information about cultural beliefs and practices that affect a person’s health. They may also help with the assessment, treatment, and follow-up if needed by providing you with valuable information about their own experiences with illness or injury. If there is no one else in your care who speaks English well enough to communicate effectively with them (or if they don’t speak English at all), then it’s important that you find someone who can act as an interpreter for both sides during these conversations so that everyone feels comfortable talking openly about what’s going on right now–and why things happened when they did…

Asses the patients sleeping patterns

The nurse assesses the patient’s sleeping patterns.

Nurses should ask about how much sleep they get, and then record their answers on the assessment sheet. They can also ask questions like:

• How many hours of sleep do you usually get each night?

• What time do you usually go to bed?

If the patient is unable or unwilling to answer these questions directly, nurses should still make note of when they last slept and if there are any changes in their routine since admission (e.g., a change in medication).

Assess eye contact, if any is appropriate.

• Ask the patient if he or she would like to make eye contact. If he or she is not used to eye contact, ask a family member (if you are unsure of their response).

• If possible, try to get a translator for this conversation.

Assess breathing, coughing, and activities that promote these.

Assess breathing, coughing, and activities that promote these.

• Breathyness: Is the patient able to breathe easily?

• Coughing: Is there any rattle or other sounds with their coughs? Are they clear of mucus with each breath? What is the quality of their cough sound (harsh/watery)?

• Activities that promote breathing: What activities do they engage in at home on a regular basis (e.g., bathing)?

it is important to be very observant with patients.

• Be aware of what is going on in the room.

• What are the patients’ normal routines?

• What are the patients’ normal sleep habits?

• What are their eating habits and how do they handle stress or pain from food allergies or sensitivities (for example, if a patient has been diagnosed with celiac disease).

• How do they breathe during an examination, such as coughing?

Conclusion

It is important to be observant of patients and how they respond to you. If a patient does not understand what you are saying, then be prepared to repeat it again! Also make sure that if there is something that they need help with or want answered, then don’t be afraid to ask them directly. This will ensure that all parties are happy with the care given by their nurse practitioner or doctor assistant.

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