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The post Metabolism in Microbiology is a property of College Pal
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Metabolism Chapter 5 Week 2 Group Work Activity 05/29/2024 Student Names: Breakout Room Number (if applicable): Access and submission Worth: 5 points Deadline: May 31st, 2024 by midnight. Assignment will be available on May 29th, 2024 after class Submission: To access the Google slide, download the file onto your own computer. Submit a PDF (only) of your completed assignment on Canvas. Pick one person from your breakout room to submit the PDF file on Canvas. One submission per breakout room. If you missed class and don’t have a group, you may submit individually. Please ensure that your submission adheres to the given instructions and is submitted before the deadline to receive credit. If you have any questions or need assistance, feel free to reach out. Detailed Instructions: 1. Define: Start by clearly defining each vocabulary word and pathway. Explain what the pathway is, where it occurs in the cell, and its overall purpose. 2. Provide a Summary: a. Summarize the key steps involved in the pathway. b. Highlight the main inputs (substrates) and outputs (products) of the pathway. c. Explain the significance of the pathway in cellular metabolism. 3. Label the Image : a. Label the key components and steps of the pathway. b. Ensure that the labels are clear and accurately reflect the steps and elements of the pathway. Detailed Instructions: 4. Discuss the Steps with Your Group: ● Discuss each step with your group members to ensure everyone understands the process. ● Discuss the main inputs (substrates) and outputs (products) of the pathway. 5. Resources: ● Refer to the learning objectives provided at the beginning of the lecture to guide your answers to any questions related to these pathways. ● Ensure your answers are thorough and demonstrate a clear understanding of the pathway and its importance in cellular metabolism. Detailed Instructions: 6. Additional Tips: ● Use your textbook and class notes as primary resources for accurate information. ● Collaborate effectively with your group members, sharing insights and clarifications. ● If you encounter any difficulties, don’t hesitate to ask your instructor for assistance. Define the following terms: 1. 2. 3. 4. 5. 6. 7. 8. 9. Metabolism Anabolism Catabolism Oxidation Reduction Oxidation-reduction reaction (Redox reaction) Substrate-level phosphorylation Oxidative phosphorylation Photophosphorylation Pathways to Explore (slide 8-17) 1. 2. 3. 4. 5. 6. 7. 8. 9. Glycolysis The Pentose Phosphate Pathway The Entner-Doudoroff Pathway Fermentation- Lactic Acid Fermentation- Alcohol Aerobic respiration – Krebs cycle Electron Transport Chain Chemiosmosis Lipid Catabolism and Protein Catabolism Glycolysis Define the pathway. Provide a summary of its function and importance. Label the image (if applicable) associated with the pathway. Discuss the steps of each pathway with your group. Glucose 6-phosphate Fructose 6-phosphate Fructose 1,6-diphosphate Glyceraldehyde 3-phosphate (GP) 3-phosphoglyceri c acid 2-phosphoglyceri c acid Phosphoenolpyruvic acid (PEP) The Pentose Phosphate Pathway Define the pathway. Provide a summary of its function and importance. Label the image (if applicable) associated with the pathway. Discuss the steps of each pathway with your group. The Entner-Doudoroff Pathway Define the pathway. Provide a summary of its function and importance. Label the image (if applicable) associated with the pathway. Discuss the steps of each pathway with your group. Fermentation- Lactic Acid Define the pathway. Provide a summary of its function and importance. Label the image (if applicable) associated with the pathway. Discuss the steps of each pathway with your group. Fermentation – Alcohol Define the pathway. Provide a summary of its function and importance. Label the image (if applicable) associated with the pathway. Discuss the steps of each pathway with your group. Aerobic respiration – Krebs cycle Define the pathway. Provide a summary of its function and importance. Label the image (if applicable) associated with the pathway. Discuss the steps of each pathway with your group. Electron Transport Chain Define the pathway. Provide a summary of its function and importance. Label the image (if applicable) associated with the pathway. Discuss the steps of each pathway with your group. Chemiosmosis using ETC Define the pathway. Provide a summary of its function and importance. Label the image (if applicable) associated with the pathway. Discuss the steps of each pathway with your group. Lipid Catabolism Define the pathway. Provide a summary of its function and importance. Label the image (if applicable) associated with the pathway. Discuss the steps of each pathway with your group. Protein Catabolism Define the pathway. Provide a summary of its function and importance. Label the image (if applicable) associated with the pathway. Discuss the steps of each pathway with your group.

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The post A roller coaster graph using a 4 piece wise functions is a property of College Pal
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The first section of your track will move the train horizontally from the boarding station to the beginning of the hill. The second section of the coaster will transition the train from a horizontal position to a position where it climbs the main hill of the roller coaster. The third section of your roller coaster will be the initial hill of the roller coaster. This will be the tallest hill of the roller coaster and will be in the shape of a parabola. The fourth and final section of your design will start on the downward slope of the first hill and move the roller coaster through additional dips and peaks. It will also dip below the ground into and out of a tunnel at some point.

The roller coaster leaves the boarding station and travels a horizontal distance of 10 feet on a track that is 8 feet above the ground. This function is represented by:

h(x)=8 if 0≤x<10.

The second portion of track moves the train from the horizontal position to a position where it is climbing the first hill.

This section starts where your first section leaves off. The shape of this section is half of a parabola with the vertex as a minimum. This section of track starts at the vertex and ends at a point that is 20 feet above the ground and at a horizontal position of 20 feet from that of the boarding station. The function can be represented by:

h(x)=3/25x²-12/5x+20 if 10≤x<20

For the third section: This part of the piecewise function h(x) should start at a location that is at a horizontal position of 20 feet from the boarding station and 20 feet above the ground. The movement up the hill should not have any sharp corners as you move from the second part of the track to the third part of the track like a real roller coaster would.

You are only in charge of a section of this that starts from the boarding station and ends at a horizontal position of 300 feet from the boarding station. Your hill needs to reach a maximum point and descend leaving you with enough room for the fourth section which is to have additional dips and peaks, as well as entering and exiting a tunnel at least once. Design the main hill of your roller coaster by deciding how tall and wide you want it to be. Keep in mind that the tallest roller coaster in the world was built in 2005 and is 456 feet tall. Write the function that continues h(x) meeting the requirements and pick a good endpoint to continue with the fourth function.

For the fourth section: This design must have at least one dip (relative minimum) and one peak (relative maximum). Any peak you have in section 4 must be lower than the height of the first hill. Your first hill should still be the tallest of your roller coaster. This section must also have the train dip into and emerge from an underground tunnel(x at 0) at least once. Due to many factors, the tunnel should not be too deep. For reference, the deepest tunnel in the United States is 90 feet below ground. When your coaster reaches a horizontal position of 300 feet from that of the boarding station, it should be above ground level. This will mark the end of the sections you designed. Write the function for the fourth section to continue the third function.

For the third in fourth function label:

• the ordered pairs that represent the beginning and end of each of sections.
• all of the peaks (relative maxima) and dips (relative minima).
• the beginning and end of the underground tunnel(s) (x-intercepts/roots) in your design.
• The piecewise function that represents the third and fourth sections of your design.

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The post Nutrition in Clinical Practice is a property of College Pal
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1.Course Learning Outcome: Nutrition in Clinical Practice 

This term, I gained a thorough understanding of the RN’s role in creating and implementing effective educational materials for patients, families, and how to apply that knowledge in a clinical setting. I’ve learnt how to customize these resources to meet the cultural, religious, and home environment needs of each patient.  I’ve examined the pathophysiology of several nutrition-related diseases, as well as the dietary considerations and potential personalized nutritional plan per diagnosis. This class has prepared me to develop and implement effective, tailored nutritional goals and interventions for my future patients.

In my clinical practice, I plan to use the knowledge gained from this course to more accurately determine patients’ nutritional needs and build tailored care plans. I will make sure that teaching materials are culturally sensitive and tailored to each patient’s lifestyle and beliefs. I will also use this knowledge in my own life to make educated dietary decisions and grasp the value of a well-balanced diet in disease prevention and management. Furthermore, I will be more aware of potential food and drug combinations, which is critical for patient safety. 

Individualized nutritional counseling is an evidence-based technique that nurses can use to help their patients meet their nutritional needs. According to study, individualized nutritional guidance/ advice, even from a nurse, can enhance dietary habits and health outcomes (Kris-Etherton et al., 2020). This approach involves looking into each patient’s individual dietary habits, health status, and personal preferences before giving individualized plan. For example, a nurse may work with a diabetic patient to develop a meal plan that regulates blood sugar levels while taking into account the patient’s cultural food preferences. By offering continual information and support, nurses can assist patients in making long-term dietary changes that improve their overall health.

2.Your post insightfully outlines the critical role of Registered Nurses (RNs) in crafting and implementing educational materials tailored to the unique needs of patients and their families. The emphasis on understanding pathophysiology, particularly nutrition-related diseases, and developing personalized nutritional plans is essential in modern healthcare.

Your approach to integrating cultural, religious, and environmental factors into patient education and care plans reflects best practices in patient-centered care. Customizing educational materials to align with patients’ lifestyles and beliefs ensures that the information is not only accessible but also more likely to be adhered to by patients.

Moreover, your plan to incorporate this knowledge into clinical practice aligns well with evidence-based strategies for improving patient outcomes. For instance, Kris-Etherton et al. (2020) highlight that individualized nutritional counseling provided by healthcare professionals, including nurses, can significantly enhance dietary habits and health outcomes. This approach requires an understanding of the patient’s dietary habits, health status, and personal preferences to create an effective and personalized nutritional plan. Such tailored interventions are particularly effective in managing chronic conditions like diabetes, where culturally appropriate meal planning can play a crucial role in maintaining blood sugar levels.

By applying these principles, you will be well-equipped to support your patients in making sustainable dietary changes that can lead to improved health outcomes. Your commitment to ensuring that educational materials are culturally sensitive and personalized will undoubtedly contribute to more effective patient education and engagement.

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The post ALTERATIONS IN CELLULAR PROCESSES is a property of College Pal
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Respond to at least two of your colleagues on 2 different days and respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not. I will post 2 of my colleagues posts

1st one

Scenario

The patient is a 48-year-old male with complaints of stiffness in his fingers that migrates to his upper arm joints and increased fatigue over the last few months.  The patient works in a bank and types frequently.  He commented that he thought he could have carpal tunnel syndrome, but the fatigue was beginning to worry him.  The patient reports a family history of rheumatoid arthritis.  He is currently taking Motrin for pain which partially relieves the symptoms.  He rates his pain a 5/10 at present, aching in both hands.  The patient’s vital signs are 120/80, Pulse 78, Res 16, Temp 100.1 F.  He denies any recent weight changes.  Physical exam reveals:  Edema to 4th and 5th PIP joints bilaterally with tenderness in the same joints.  His grip strength is decreased bilaterally. No edema of knees or ankles was noted. 

                                                                                                Role of Genetics

In the given scenario, the Patient seems to be having acute onset of Rheumatoid arthritis and some exacerbation. Genetic factors show that he has a history of RA in the family, but his environmental factor could also seem like Carpel tunnel syndrome. The only reason RA is a better possibility is because of the traveling pain to other joints. 

                                                                            Cell Processes and Physiological Response

The physiologic response to the stimulus presented in the scenario, namely the joint inflammation and pain, involves various immune cells and inflammatory mediators (McInnes & Schett, 2017). In RA, immune cells such as T cells and B cells infiltrate the synovial tissue, leading to the production of pro-inflammatory cytokines like tumor necrosis factor-alpha (TNF-alpha) and interleukins. These cytokines promote inflammation, which causes joint swelling, pain, and eventual damage to the cartilage and bone.

Cells involved in this process include T cells which activate B cells and produce pro-inflammatory cytokines. These cells trigger the production of autoantibodies, including rheumatoid factor and anti-cyclic citrullinated peptide antibodies, which contribute to joint inflammation and damage. The macrophages then release inflammatory cytokines and enzymes that degrade joint tissue. Lastly, Synovial fibroblasts start to invade surrounding tissue, contributing to synovial inflammation and joint destruction. (McInnes & Schett, 2017)                                          

                                                                                              Symptoms and Diagnosis

Symptoms of fatigue along with certain tests can confirm RA such as erythrocyte sedimentation rate (ESR) and C-reactive protein (CRP) levels from inflammation and a rheumatoid factor (RF) test and anti-cyclic citrullinated peptide (anti-CCP) antibody test would confirm the diagnosis of RA. (McInnes & Schett, 2017)

Further assessments with imaging studies like X-rays or ultrasound may help in assessing joint damage and inflammation. Given the patient’s temperature of 100.1°F, there’s a possibility of an underlying infection or inflammation exacerbating the symptoms of RA. This aspect should be closely monitored, and if the fever persists or worsens, blood culture or joint fluid aspiration is another possible test. In the meantime, symptomatic relief with nonsteroidal anti-inflammatory drugs (NSAIDs) like Motrin can be continued, but disease-modifying antirheumatic drugs (DMARDs) such as methotrexate or biologic agents may be necessary for long-term management of RA. (McInnes & Schett, 2017)

                                                                                      Other Factors besides Genetics

Regarding other factors, RA is more common in females than males, with women being two to three times more likely to develop the condition. This difference in gender prevalence may influence the clinical presentation and response to treatment. For example, women with RA may experience more severe symptoms and joint damage compared to men. (Deane & Buckner, 2010) Factors such as smoking, infections, hormonal changes, and exposure to certain pollutants or toxins may contribute to the development of RA, particularly in genetically susceptible individuals (Smolen et al., 2016).

                                                                                                              Resources

Deane, Kevin D., and Jane H. Buckner. “Genetic and environmental factors in the pathogenesis of rheumatoid arthritis.” Rheumatic Disease Clinics 36, no. 2 (2010): 263-277.

McInnes, Iain B., and Georg Schett. “Pathogenetic insights from the treatment of rheumatoid arthritis.” The Lancet 389, no. 10086 (2017): 2328-2337.

Smolen, Josef S., Daniel Aletaha, and Iain B. McInnes. “Rheumatoid arthritis.” The Lancet 388, no. 10055 (2016): 2023-2038.

2nd one

Based on the scenario, the patient might have Rheumatoid arthritis. It is a chronic inflammatory disorder that typically affects the small joints in the hands and feet. Unlike osteoarthritis, which causes wear-and-tear damage, rheumatoid arthritis affects the lining of joints, causing painful swelling that can eventually result in bone erosion and joint deformity (Smolen et al., 2016).

Genetic risk factors contribute significantly to the development of rheumatoid arthritis (RA). These include a family history of RA, with genetic predisposition playing a substantial role in familial clustering (Deane et al., 2017). Additionally, being female increases the risk of RA, hinting at hormonal or genetic influences. Specific genetic variants within the HLA gene region, known as the shared epitope, are strongly associated with RA risk, particularly in individuals with autoantibody-positive RA (Padyukov, 2022). Environmental factors also play a significant role, such as exposure to tobacco smoke, especially in those with genetic susceptibility. Moreover, there is growing interest in the role of mucosal inflammation and microbial factors, suggesting a potential link between the gut microbiome and immune dysregulation in RA development.

The patient presents symptoms related to rheumatoid arthritis: migratory joint stiffness and systemic symptoms like fatigue and low-grade fever point towards an inflammatory process in RA. Low-grade fever (Temperature 100.1°F) is also associated with systemic inflammatory conditions like RA.

The physiologic response observed in this scenario suggests a possible inflammatory process, likely indicative of rheumatoid arthritis (RA). RA is an autoimmune disorder characterized by inflammation of the synovial joints, leading to pain, stiffness, and fatigue. The patient’s symptoms of migrating stiffness in the fingers and upper arm joints, along with bilateral hand pain and decreased grip strength, align with typical manifestations of RA. Additionally, the presence of edema and tenderness in the fourth and fifth proximal interphalangeal (PIP) joints, without the involvement of other joints, further supports the suspicion of RA (Smolen et al., 2016). The family history of rheumatoid arthritis also increases the likelihood of this diagnosis. The patient’s vital signs, including a low-grade fever, suggest systemic and joint inflammation in RA. Overall, the combination of symptoms, physical exam findings, and history support the physiologic response of an inflammatory process characteristic of rheumatoid arthritis in this patient.

In rheumatoid arthritis (RA), various cell types play pivotal roles in the inflammatory process. Synovial fibroblasts, lining the joints’ synovial membrane, become activated, generating pro-inflammatory cytokines and enzymes contributing to joint degradation. T cells are integral to the immune response, activated by antigens and releasing pro-inflammatory cytokines, fueling the inflammatory cascade (Padyukov, 2022). B cells produce autoantibodies like rheumatoid factor (RF) and anti-cyclic citrullinated peptide (anti-CCP) antibodies, targeting self-antigens and contributing to autoimmunity. Macrophages release pro-inflammatory cytokines and participate in tissue damage through phagocytosis and enzyme release (Deane et al., 2017). Neutrophils recruited to the inflamed site release reactive oxygen species and proteolytic enzymes, exacerbating tissue damage. Additionally, endothelial cells lining synovial blood vessels activate, increasing permeability and facilitating inflammatory cell recruitment. These interplaying cells perpetuate inflammation and joint destruction in RA, prompting the development of therapies targeting these pathways to modulate the immune response and enhance RA patient outcomes.

Genetic factors may interact differently with gender, influencing disease susceptibility and severity. For example, specific genetic variants within the HLA gene region, like the shared epitope, may confer a higher risk of RA in women than men (Deane et al., 2017). Therefore, considering gender as a characteristic could lead to a more nuanced understanding of RA pathogenesis, prognosis, and treatment strategies, potentially impacting the selection and effectiveness of therapeutic interventions tailored to individual patients.

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 2.4 Observational Exercise
Leadership Traits
Purpose
1. To gain an understanding of the role of traits in the leadership process
2. To examine the traits of selected historical and everyday leaders
Directions
1. Based on the descriptions of the historical leaders provided in the chapter, identify the three
major leadership traits for each of the leaders listed as follows.
2. Select and briefly describe two leaders in your own life (e.g., work supervisor, teacher, coach,
music director, business owner, community leader). Identify the three major leadership traits of
each of these leaders.
Historical leaders The leaders three major traits
Harriet Tubman 1. ________________ 2. ________________ 3. ________________
Winston Churchill 1. ________________ 2. ________________ 3. ________________
Mother Teresa 1. ________________ 2. ________________ 3. ________________
Bill Gates 1. ________________ 2. ________________ 3. ________________
Oprah Winfrey 1. ________________ 2. ________________ 3. ________________
LeBron James 1. ________________ 2. ________________ 3. ________________
Everyday leaders
Leader 1 ________________________________________________________________________________________
Brief description
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Traits 1.________________ 2. ________________ 3. ________________
Leader 2 ________________________________________________________________________________________
Brief description
_________________________________________________________________________________________________
_________________________________________________________________________________________________

 

 

2.5 Reflection and Action Worksheet
Leadership Traits
Reflection
1. Based on the scores you received on the Leadership Traits Questionnaire, what are your
strongest leadership traits? What are your weakest traits? Discuss.
2. In this chapter, we discussed six leadership figures. As you read about these leaders, which
leaders did you find most appealing? What was it about their leadership that you found
remarkable? Discuss.
3. As you reflect on your own leadership traits, do you think some of them are more “you” and
authentic than others? Have you always been the kind of leader you are today, or have your traits
changed over time? Are you a stronger leader today than you were five years ago? Discuss.
Action
1. If you could model yourself after one or more of the historical leaders we discussed in this
chapter, whom would you model yourself after? Identify two of this leaders traits that you could
and should incorporate into your own style of leadership.
2. Although changing leadership traits is not easy, which of your leadership traits would you like to
change? Specifically, what actions do you need to take to change your traits?
3. All of us have problematic traits that inhibit our leadership but are difficult to change. Which
single trait distracts from your leadership? Since you cannot easily change this trait, what
actions can you take to “work around” this trait? Discuss.

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The post Advanced Patient Care is a property of College Pal
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Write a short paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.

Define patient compliance and explain its importance in your field.

Identify the health care professionals’ role in compliance and give examples of ways in which the health care professional may actually contribute to noncompliance.

1. Compare compliance and collaboration.
2. Compare and contrast patient education in the past with that practiced today.
3. Explain the importance of professional commitment in developing patient education as a clinical skill.
4. Explain the three categories of learning and how they can be used in patient education.
5. List three problems that may arise in patient education and how they would be solved?
6. List some methods of documentation of patient education.
7. SECOND HOMEWORK
8. Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.

Give examples of psychosocial factors that affect the health care professional and the effect those factors could have on patient education.

Give examples of psychosocial factors that affect the patient and the effect those factors could have on patient education.

Explain what is meant by personality styles and give examples of approaches that could be used to help the patient. Include self-perception as a factor.

1. List the steps in adjustment to illness and how the patient copes with each step.
2. Explain the health professional’s role in teaching the patient at different life stages.
3. Define the role of the family in patient education.
4. How might the family influence the compliance of the patient and what measures can the health care professional use in communication with the family?
5. THIRD HOMEWORK
6. Write a 650-1300 word response to the following questions: 
7. Explain multicultural communication and its origins.

Compare and contrast culture, ethnicity, and acculturation.

Explain how cultural and religious differences affect the health care professional and the issues that can arise in cross-cultural communications.

Discuss family culture and its effect on patient education.

1. List some approaches the health care professional can use to address religious and cultural diversity.
2. List the types of illiteracy.
3. Discuss illiteracy as a disability.
4. Give examples of some myths about illiteracy.
5. Explain how to assess literacy skills and evaluate written material for readability.
6. Identify ways a health care professional may establish effective communication.
7. Suggest ways the health care professional can help a patient remember instructions.

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The post Adolescence is a property of College Pal
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Discussion: Adolescence

DISCUSSION: In this discussion, reflect upon and discuss the following questions:

• Q1: Which of Marcia’s four identity stages do you believe that you are in at this point in your life? Explain your reasoning.
• Q2: Give an example of adolescent egocentrism that you experienced in your own life.

STEP 1: First, write a response with at least EIGHT substantial sentences, integrating concepts you learned from the reading and other materials (include links with necessary). Show that you can think critically on the topic by integrating your own thoughts, analysis, or experiences.

STEP 2: Return to the discussion to comment on at least TWO classmates’ posts (in at least FIVE sentences). Expand on a classmate’s comments in a value-adding, topic-related way. Promote a collaborative, supportive community, and advance the dialogue through follow-up questions. Reply posts cannot be one-liners, off-topic posts, vague statements, unsupported opinions, inadequate explanations or simply say, “I agree” or “good job.”

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The post Maintaining relationships is a property of College Pal
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Discussion Part 1 Maintaining relationships

In their chapter titled Networking, Hedge and Borman describe multiple strategies for maintaining a business. In this discussion, you will consider strategies for maintaining your own consulting business. Include the following in your discussion post:

Describe the strategies you plan to use to maintain your business.

Describe how you will evaluate the effectiveness of the strategies.

Outline the ethical considerations that will be important with these strategies 

Discussion 2 Client relationshipHedge and Borman describe various strategies for building and maintaining client relationships in this week’s readings; these are among the most important skills in consulting. Your success in implementation often depends upon the rapport and cooperation you have with the client. Trusting client relationships also often result in repeat business. In this discussion, describe the strategies you plan to use for building and maintaining client relationships. Include the following in your discussion post:

Describe the strategies you plan to use for building and maintaining client relationships.

Describe how you will evaluate the effectiveness of the strategies.

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The post The Patient Protection and Affordable Care Act is a property of College Pal
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The Patient Protection and Affordable Care Act (PPACA) was signed into law by President Obama in 2010. The law is expected to significantly increase access to Medicaid for uninsured, low-income families and individuals. Medicaid managed care plans have been implemented by most states, mainly because of rising costs, plan quality, access to providers, and the decrease in state revenues.

For your Medicaid Managed Care Plans assignment, you must complete a two- to three page paper. 

In your paper,

Describe the role of Medicaid managed care plans in the health care delivery system.

Analyze the challenges Medicaid managed care plans face in terms of access to care, quality of care, and cost of care.

• Formulate at least one recommendation to overcome the challenge(s) that you identified.
• The Medicaid Managed Care Plans paper
• must be two double-spaced pages in length

must include an introduction and conclusion paragraph

Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper

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The post Advanced Patient Care is a property of College Pal
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Question 1: 

Alma Faulkenberger is an 85-year-old female outpatient sitting in the waiting room awaiting an invasive pelvic procedure. The health care professional who will assist in her procedure enters the room and calls “Alma.” There is no reply so the professional retreats to the work area. Fifteen minutes later the professional returns and calls “Alma Frankenberg.” Still no reply, so he leaves again. Another 15 minutes pass and the professional approaches Alma and shouts in her ear, “Are you Alma Frankenberg?” She replies, “No I am not, and I am not deaf either, and when you get my name correct I will answer you.”

Question 2:

How would you use collaboration to assist in compliance with a patient as difficult as Alma?

Question 3:

Sister Mary is a patient in Level 2 Emergency Department. She must have a neural examination, physical assessment, radiographs of her facial bones, and a computed tomography scan of the head. Taking into consideration that she is a Roman Catholic nun, what would be the ideal course of patient education as this woman progresses from department to department?

Question 4:

What possible reservations could a health care professional have in working with Sister Mary? (Discuss the psychosocial responses the professional might have.)

Question 5: 

Discuss a patient of another culture. How can the health care professional communicate in presenting patient education? Consider language, family, cultural differences, and method of communication.

Question 6:

Compare and contrast culture, ethnicity, and acculturation.

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