Author: PAPERLINK

  • Goals, Self-Regulation, and Personal Growth

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    View the PowerPoint presentations for this module and additional resources, and watch Phillip Zimbardo’s video Psychology of Time (The digital platform allows subtitles in Spanish and other languages).

    Ted. (2009, June 22). Philip Zimbardo: The psychology of time. [Video]. YouTube. https://www.youtube.com/watch?v=bo4HiVetBd0

    The social psychologist discusses how time affects our behavior in this talk. As you watch the video, you are encouraged to note what is discussed.

    · Do a database search of scientific studies in psychology related to the topics discussed in this module and the lecture (Self-regulation, empowerment, goals). Choose two articles that interest you and will be the focus of your paper.

    · Develop a critical analysis in which you discuss the topics and material in this module. Your essay should include an introduction, topic development, and conclusion.

    · It should include the chosen articles and Phillip Zimbardo’s talk.

    · Remember to cite your resources in the essay.

    · Submit in Word or Word converted to PDF format.

    Contribute a minimum of 4 double-spaced pages. It should include at least 1 academic source, formatted and cited in APA.

    Be sure to review the academic expectations for your submission.

    Submission Instructions:

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through TurnItIn to check for plagiarism.

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  • Health Promotion Plan

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    For this assessment, plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern or health need. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation, and this assessment will also provide the foundation for the implementation of your health promotion educational plan in Assessment 4. Before you complete the detailed instructions in the courseroom, first review the specific community health concerns or health needs below and select one to be the focus of your assessment. Each of these health concerns has broad implications not only for the individuals directly affected but also for the community at large in terms of healthcare costs, societal well- being, and overall quality of life.

    • Hypertension: Also known as high blood pressure, it’s a condition where the force of the blood against the artery walls is too high.

    o Potential Health Impacts: Can lead to heart disease, stroke, kidney problems, and other health issues.

    • Gender Dysphoria: A condition where a person experiences discomfort or distress

    because their biological sex doesn’t align with their gender identity. o Potential Health Impacts: Can lead to mental health issues like depression,

    anxiety, and suicidal thoughts.

    • HPV Prevention: Efforts to prevent Human Papillomavirus, a common sexually

    transmitted infection that can lead to genital warts and certain types of cancer. o Potential Health Impacts: Vaccination and regular screenings can prevent most

    HPV-related cancers and other complications.

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  • Community Resources

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    For this assessment, you will research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community and submit your findings in a 3–5 page report. Before you complete the detailed instructions in the courseroom, first review the local, national, and global nonprofit organizations and government agencies in the list below and select one to be the focus of your assessment.

    • Cultural Survival: Advocates for Indigenous Peoples’ rights and supports Indigenous communities’ self-determination, cultures, and political resilience.

    • Boys and Girls Club: Provides after-school programs for young people to enhance their lives and shape their futures.

    • Make-A-Wish: Grants life-changing wishes for children with critical illnesses.

    • St. Jude Children’s Research Hospital: A research hospital seeking cures for children with catastrophic diseases through research and treatment.

    • Trevor Project: Provides crisis intervention and suicide prevention services to lesbian, gay, bisexual, transgender, queer & questioning (LGBTQ+) young people.

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  • Explain how management interacts differently within the Scrum framework from the traditional waterfall framework

    The post Explain how management interacts differently within the Scrum framework from the traditional waterfall framework is a property of College Pal
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    In this assignment, you will differentiate Scrum Team roles in terms of how management interacts with a self-sustaining team versus a structured team in a traditional waterfall project. This will help you envision the most appropriate application for each type of project management role. You will also be introduced to product planning and sprinting from roles perspective. Instructions:

    • Explain how management interacts differently within the Scrum framework from the traditional waterfall framework.

    • Summarize the process involved in the product planning. o What are some of the key challenges? o How can they be overcome?

    • Discuss Scrum team roles in sprint planning. o How is the Scrum team role different from that of a project manager in the

    planning phase of a traditional waterfall project?

    Assignment Guidelines:

    • Three pages in length, excluding the Title and Reference page.

    • APA format, including in-text citations for referenced works.

    • At least two resources.

    Be sure to read the criteria, by which your paper will be evaluated, before you write, and again after you write.

    PMG652 – Agile Project Management w/Scrum Marketing

    Unit 3 Assignment: Scrum Team Roles

    Evaluation Rubric for SCRUM Team Roles Assignment

    CRITERIA Deficient

    Needs

    Improvement

    Proficient

    Exemplary

    0–14 Points 15-19 Points 20–24 Points 25 Points

    Management Analysis

    Analysis is

    missing or

    inadequate.

    Analysis of

    management in

    Scrum framework

    vs. traditional

    waterfall

    addresses some

    key differences.

    Analysis of

    management in

    Scrum framework

    vs. traditional

    waterfall

    addresses most

    key differences.

    Analysis of management in Scrum framework vs. traditional waterfall addresses all key differences.

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  • Disaster Recovery Plan

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    In this assessment, you will assume the role of the senior nurse at a regional hospital who has been assigned to develop a disaster recovery plan for the community using MAP-IT and trace- mapping, which you will present to city officials and the disaster relief team. Before you complete the detailed instructions in the courseroom, first review the full scenario and associated data below. Please refer back to this resource as necessary while you complete your assessment. Introduction For a health care facility to be able to fill its role in the community, it must actively plan not only for normal operation, but also for worst-case scenarios which could occur. In such disasters, the hospital’s services will be particularly crucial, even if the specifics of the disaster make it more difficult for the facility to stay open. As the senior nurse at Tall Oaks Medical Center, you play a vital role in ensuring the hospital’s readiness for disasters and its ability to recover from them. The medical center administrator wants to discuss disaster preparedness and recovery with you. Before the conversation, it would be helpful to familiarize yourself with the background information on events that have occurred in Tall Oaks in recent years, including the involvement of the hospital.

    Background Investigate further for relevant background information. Newspaper Article: “Devastating Flood Hits Tall Oaks: Small City Struggles to Recover” Tall Oaks Tribune TALL OAKS, PA – The usually serene city of Tall Oaks faced nature’s fury as a catastrophic flood wreaked havoc on its streets, homes, and landmarks. The flood, a result of unprecedented heavy rainfall combined with the swelling of the city’s rivers, has left the community grappling with the aftermath. Local authorities report that the floodwaters have affected over 60% of residential areas, with the neighborhoods of Willow Creek and Pine Ridge being the hardest hit. These areas, predominantly home to elderly residents and lower-income families, are now submerged, with many homes damaged beyond repair. The local community center, which served as a hub for senior activities and after-school programs, has also suffered significant damage.

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    The city’s infrastructure hasn’t been spared either. Roads, especially those leading to the city’s main hospital, Tall Oaks Medical Center, are currently impassable, making it challenging for emergency services to reach those in need. The city’s water treatment plant has also been compromised, leading to concerns about water contamination. Local schools, including Tall Oaks Elementary and Riverside High, have been temporarily closed due to water damage, affecting over 2,000 students. The school board is currently in discussions about relocating students to nearby schools or implementing remote learning. Local businesses, particularly those in the downtown area, are counting their losses. The floodwaters have not only damaged property but have also disrupted the local economy. The Tall Oaks Farmers Market, a significant source of income for local farmers, has been canceled for the foreseeable future. However, amidst the devastation, the spirit of community shines bright. Residents have come together to support one another, with many opening their homes to those displaced by the flood. Local organizations and churches have set up relief centers, providing food, clothing, and shelter to those affected. Volunteers from neighboring cities have also poured in, assisting with rescue and recovery efforts. Mayor Lydia Patterson addressed the city, stating, “While we face a challenging road to recovery, the resilience and unity of the Tall Oaks community have never been more evident. Together, we will rebuild and emerge stronger.” The state government has declared Tall Oaks a disaster area, making it eligible for federal aid. Residents are urged to stay updated through local news and to heed any evacuation or safety advisories.

    Fact Sheet: Tall Oaks, PA Population: 50,000 Median Household Income: $62,000 Percentage of Population Below Poverty Line: 20% Racial/Ethnic Composition: White: 49% Black: 36% Hispanic 10% Two or more races: 2% Other race: 3%

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    Race and Hispanic Origin White: 34% Black or African American: 32% American Indian and Alaska Native: 1% Asian/Hawaiian/Pacific Islander: 2% Hispanic or Latino: 25% Two or More Races: 6% Education High school graduate or higher, percent of persons age 25 years+: 82.5% Bachelor’s degree or higher, percent of persons age 25 years+: 22.5% Health With a disability, under age 65 years: 13.7% Persons without health insurance, under age 65 years: 9.9% Income & Poverty Median household income: $44,444 Per capita income in past 12 months: $24,094 Persons in poverty: 28.2% Socioeconomic Status: The city has a diverse socioeconomic makeup, with a significant portion of the population falling into low-income brackets. Vulnerable Populations: Tall Oaks is home to a substantial number of vulnerable populations, including elderly individuals, people with disabilities, and those living in poverty. Infrastructure: The city’s infrastructure includes residential areas, commercial establishments, schools, healthcare facilities, and transportation networks. Impact of the Flood: The flood has caused widespread devastation throughout Tall Oaks. The torrential waters have submerged residential areas, leading to the displacement of many residents. The floodwaters have also damaged critical infrastructure, including roads, bridges, and utility systems, exacerbating the challenges faced by the city. Response and Recovery Efforts: In the wake of this disaster, local authorities, emergency management agencies, and community organizations have come together to initiate response and recovery efforts. The primary focus is on ensuring the safety and well-being of the affected residents and restoring essential services.

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    Evacuation and Shelter: Immediate evacuation measures were implemented to ensure the safety of residents in flood-prone areas. Temporary shelters have been set up to provide refuge for those displaced by the flood. Search and Rescue: Emergency response teams, including local firefighters and volunteers, have been conducting search and rescue operations to locate and assist individuals stranded by the floodwaters. Infrastructure Assessment: Teams of engineers and experts are assessing the extent of damage to the city’s infrastructure, including roads, bridges, and utility systems. This assessment will inform the prioritization of repair and restoration efforts. Relief Distribution: Relief efforts are underway to provide affected residents with essential supplies, including food, water, and medical assistance. Community organizations and volunteers are actively involved in these distribution efforts. Long-Term Recovery Planning: City officials, in collaboration with state and federal agencies, are developing a comprehensive long-term recovery plan. This plan will outline strategies for rebuilding infrastructure, supporting affected businesses, and addressing the needs of the community in the aftermath of the flood.

    Interprofessional Staff Interviews Dr. Luisa Gonzalez, Hospital Administrator: “The loss of life during that flood was devastating. We need to do better to prevent that from happening again.” Dr. Peter Jenski, Internal Medicine. “Absolutely. We need to have better disaster preparedness plans in place and make sure everyone is trained to handle these situations.” Bill Reiner, Social Worker: “And we need to make sure we’re reaching out to the vulnerable populations and providing them with the support they need during these disasters.” Nurse Kaley Grant, ICU: “That’s right. We need to have plans in place to evacuate those who are unable to evacuate themselves, and we need to make sure they have access to medical care and other essential services.” Dr. Tom Sowka, Pharmacist: “We also need to make sure we have enough supplies and resources to handle the influx of patients during a disaster. We were completely overwhelmed last time.” Dr. Linh Boswell, Psychiatrist: “And we need to work with other agencies and organizations to coordinate our response. We can’t do this alone.”

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    Nurse Kaley Grant, ICU: “I agree. We need to take a systems approach to disaster resilience, like the one described in that article. We need to consider all aspects of the disaster, from mitigation to adaptation, and work together to build a more resilient community.” Dr. Priya Jenski, Internal Medicine. “And we need to make sure we’re prepared for all types of disasters, not just floods. We can learn from the experiences of other communities, like those affected by Hurricane Katrina and Hurricane Sandy.” Bill Reiner, Social Worker: “It’s clear that we need to do better. We need to be better prepared, better trained, and better equipped to handle disasters. Lives are at stake, and we can’t afford to be caught off guard again.” Dr. Luisa Gonzalez, Medical Center Administrator: “I couldn’t agree more, Bill. The lessons we learned during this event will undoubtedly shape our approach to future emergencies. It is essential that we continue to prioritize interprofessional collaboration, address healthcare disparities, and strengthen our healthcare system’s preparedness and response capabilities.”

    Request from Administrator Dr. Luisa Gonzalez, Tall Oaks Medical Center Administrator, has asked you to present a compelling case to community stakeholders for the proposed disaster recovery plan. She requests you use the MAP-IT model, which is a step-by-step, structured plan that can be developed by a coalition that is tailored to a specific community’s needs. The MAP-IT model involves all stakeholders, making for a widely-supported and community- owned effort. It assesses assets as well as needs and looks for ways to use them. The five steps of the MAP-IT model are:

    1. Mobilize individuals and organizations that care about the health of your community into a coalition.

    2. Assess the areas of greatest need in your community, as well as the resources and other strengths that you can tap into to address those areas.

    3. Plan your approach: start with a vision of where you want to be as a community; then add strategies and action steps to help you achieve that vision.

    4. Implement your plan using concrete action steps that can be monitored and will make a difference.

    5. Track your progress over time. In addition to using the MAP-IT model, work up an approach supported by Healthy People 2020 and put it all into a PowerPoint. You can save the PowerPoint deck and the audio of its accompanying presentation at the public library so that the public can access it and see that you’re serious. By doing this, you can create a prototype for other local communities near this

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    one, and possibly other facilities in the organization. To ensure that the disaster recovery plan is effective, you can also involve diverse stakeholders, replace guesswork and hunches with data- driven decisions, and create comprehensive, detailed plans that define the roles and responsibilities of disaster recovery team members and outline the criteria to launch the plan into action.

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  • MN624 Digital Forensics Assignment Help

    MN624 Digital Forensics Assignment Help Assessment Details and Submission GuidelinesTrimester  T2, 2024Unit Code MN624Unit Title Digital ForensicsAssessment Type Group Assignment (Maximum 4 Students in a group)Assessment Title Digital forensics analysis and recommendationsPurpose of the  assessment (with ULO  Mapping)This assignment is designed to assess student’s knowledge and skills related  to the following learning outcomes: a. Apply socio-technical contexts in analyzing digital forensic […]

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  • Your application of the PICOT approach to developing your problem statement and the research that you conducted and synthesized in your literature review a

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    Your application of the PICOT approach to developing your problem statement and the research that you conducted and synthesized in your literature review are the foundation and framework that you will need to successfully build your intervention plan. This plan will lay out specific components of the intervention you are planning to address the need you have identified for the target population and setting. You will justify your approach to the intervention plan by integrating appropriate theoretical foundations. You will also analyze and address the needs of stakeholders, requirements of regulatory bodies, and ethical and legal considerations. It is important to have a sound intervention plan design in place before trying to work on the details of implementation and evaluation.

    • As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
      • What theoretical nursing models, strategies from other disciplines, and health care technologies could help support or justify your approach to the intervention plan?
      • What evidence from the literature or best practice supports the intervention plan components you identified?
      • What, if any, potential is there for technology to help in the development or implementation of the intervention plan components?
      • What is the impact of stakeholders, health care policy, or regulations?
      • Are there any ethical or legal considerations related to the development or implementation of the intervention plan components that need to be kept in mind? If so, what are they?

    INSTRUCTION

    You intervention plan design will be the second section of your final project submission. The goal for this is to design a holistic plan that should be able to improve the quality of outcomes for your target population and setting. Provide enough detail so that the faculty member assessing your intervention plan design will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.

    At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and Guiding Questions: Intervention Plan Design document (linked above) to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement and the setting and context for this intervention plan.

    Reminder: these instructions are an outline. Your heading for this this section should be Intervention Plan Components and not Part 1: Intervention Plan Components.

    Part 1: Intervention Plan Components

    • Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need.
    • Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.

    Part 2: Theoretical Foundations

    • Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan.
    • Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices.

    Part 3: Stakeholders, Policy, and Regulations

    • Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan.

    Part 4: Ethical and Legal Implications

    • Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan.

    Address Generally Throughout

    • Communicate intervention plan in a professional way that helps the audience to understand the proposed intervention.
    • attachment

      RUBRICEEE.docx
    • attachment

      cf_gq_asmt_3_intrvn_plan.doc

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    · Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.

    · Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.

    · Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.

    · Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan.

    · Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan.

    · Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.

    · Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need.

    · Competency 4: Design patient- and population-centered care to improve health outcomes.

    · Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.

    · Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.

    · Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices.

    · Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.

    · Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan.

    Note: You will also be assessed on two additional criteria unaligned to a course competency:

    · Communicate intervention plan in a professional way that helps the audience to understand the proposed intervention and the implications of the plan that must be taken into account.

    · Demonstrate completion of hours toward the practicum experience.

    See the scoring guide for specific grading criteria related to these additional requirements.

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  • You have just received an urgent message from the FBI, who desperately need your help! For this assignment, pretend you are Social Psychologist who special

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    Background: You have just received an urgent message from the FBI, who desperately need your help! For this assignment, pretend you are Social Psychologist who specializes in obedience, group behavior, and conformity. After their initial investigation of a research experiment gone awry, the FBI has hired you for your expertise. They have asked you to present your expert analysis of the experiment, hoping the information you share will help them prevent similar situations in the future. You will prepare a thorough PowerPoint Presentation to their team of agents, explaining how and why the experiment proceeded as it did. 

    For this assignment, you will be analyzing Zimbardo’s Stanford Prison Study. Prepare an 8-10-slide PowerPoint presentation (including a title slide and reference slide). An effective presentation will include the topics outlined on each slide, with the detailed written explanation in the speaker notes area below (with supportive citation). Images may be used as a supplement to your written content. Thoroughly address the following prompts:
    Provide a 200-word minimum summary of Stanford Prison Study. Identify the goal of the study, research methods, population used, etc.
    Identify and explain at least three examples of implicit expectations in the study (address both conformity and social roles).
    Identify and explain at least three examples of explicit expectations in the study (address both compliance and obedience).
    Assess the role of deindividuation, disinhibition, and anonymity in the participants’ behavior.
    In what ways did the group affect individuals’ behavior? In what ways did individuals affect the group’s behavior?

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    • You are to provide a training at your agency to provide trauma-informed care to a population experiencing intimate partner violence (you can choose the pop

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      You are to provide a training at your agency to provide trauma-informed care to a population experiencing intimate partner violence (you can choose the population, teens, the aging, men, LGBTQ, women, undocumented individuals, individuals with disabilities, et cetera). Assume the role of clinical supervisor and, in a discussion of at least 350 words, explain how you will help your social work employee apply trauma-informed care to the population of your choice to address intimate partner violence. All posts and responses should be supported by recent scholarly research with proper APA citations and references.

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      • You are a provider of a Haitian patient with a severe open wound infection. How can you deal with this patient that insists that his Vodou priest assure hi

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        Instructions:

        You are a provider of a Haitian patient with a severe open wound infection. How can you deal with this patient that insists that his Vodou priest assure him it would be healed without an antibiotics treatment because of the ceremony performed and the spiritual connections he made the night before? 

        Submission Instructions

        • Contribute a minimum of 500 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.
        • attachment

          Module5_LectureProvideCulturallyCongruentCaretoHaitiansusingLeiningersCultureCareTheory_TransculturalandGlobalHealthDisparities_NRSE707_SF001_MIAMI_ENGL_2025FAL-81.pdf

        Culture Care Theory, Research, and Practice in Diverse Cultures (Part 1) In the modern world, nurses are often forced to use transcultural-based theories and practices to care for people of diverse cultures. Providing culturally congruent care can be achieved when the nurse and the patient work creatively to design a new or different care lifestyle to meet the client’s health and well-being needs. This method requires using both generic and professional knowledge and incorporating various nursing care actions and goals. The knowledge and skill of healthcare professionals are frequently remodeled for the benefit of patients. Thus, all nursing care modalities require the collaboration of the nurse and the client (consumer) to identify, plan, implement, and evaluate each nursing care mode in a culturally appropriate manner. It can arouse nurses to design nursing activities and decisions using new knowledge and ethnically based ways to provide evocative and satisfying holistic care to individuals, groups, or institutions.

        The concepts of Leininger’s theory were defined in added terms by her. The model addresses the following concepts:

        1. Assistance with actual or anticipated needs to improve a human condition or to prepare for death.

        2. Providing care is an action or activity.

        3. In its most basic form, culture refers to a set of values, beliefs, norms, and lifeways that are acquired, shared, and transmitted from one individual or group to another to guide their thinking, decisions, actions, and living patterns.

        4. Culture Care encompasses the numerous aspects of culture that influence and support a person or group in improving their

        health or dealing with illness or death.

        5. Cultural diversity refers to the differences between groups regarding meanings, values, and acceptable forms of care.

        6. The concept of culture care universality refers to standard care or similar meanings in many cultures.

        7. Nursing is a disciplined profession that focuses on care phenomena.

        8. A worldview is how one looks at the world or the universe to form one’s personal perspective.

        9. Dimensions of Cultural and Social Structure encompass factors influencing cultural responses within a given culture, such as spirituality, social structure, political concerns, economics, educational patterns, technology, cultural values, and ethnohistory.

        10. A culture’s definition of health and the value of well-being is culturally determined.

        11. In nursing, cultural preservation or maintenance refers to activities designed to facilitate the retention and use of core cultural values of care related to a specific health concern or condition.

        12. As the name suggests, Cultural Care Accommodation and Negotiation refer to creative nursing actions designed to assist patients of a particular culture in adapting or negotiating with other healthcare professionals to achieve an optimal health outcome for those individuals.

        13. A culturally competent nurse engages in cultural care re-patterning or restructuring to provide therapeutic care. A patient can modify personal health behavior to achieve beneficial results while respecting the patient’s cultural values(Nursing Theory, 2022).

        9/13/24, 6:05 PM Module 5: Lecture Provide Culturally Congruent Care to Haitians using Leininger’s Culture Care Theory : Transcultural and Global …

        https://agmu.instructure.com/courses/30801/pages/module-5-lecture-provide-culturally-congruent-care-to-haitians-using-leiningers-culture-care-theory… 1/5

        1. Provide Culturally Congruent Care to Haitians using Leininger’s Culture Care Theory Culturally congruent (nursing) care refers to cognitively based actions or decisions that have been personalized to meet the requirements of individuals, groups, or institutions, cultural values, beliefs, and lifeways to provide or support meaningful, beneficial, and satisfying health care, or well-being services.

        This program consists of a set of values, beliefs, and patterns of lifeways that are acquired and transmitted subjectively and objectively. This type of program assists facilitates, or enables another individual or group to maintain their health and happiness, improve their human condition lifeways, or cope with illnesses, handicaps, or death by assisting, supporting, facilitating, or enabling them.

        The nursing profession (care) is a form of cognition and formal learning of professional care knowledge and practice skills acquired through educational institutions. Through aiding, supporting, enabling, and facilitating another individual or group, one improves health conditions (or well-being), disabilities, lifeways, or working with dying individuals.

        Cultural care diversity refers to the variation and/or difference in meanings, patterns, values, lifeways, or symbols of care within or between collectives, supportive, or enabling human care expressions within or across cultures (Gonzalo, 2021).

        Culture

        As a result of the fusion of African, French, and West Indian elements, Haitian culture is unique. Originally used as a social divider, the Creole language is now used to define a national culture. As well as being used in literature, drama, music, and dance, the language is also used in some government functions.

        There is a specific lingo associated with Voodoo Culture. The ancient language of the ancients is the source of many incomprehensible words in voodoo culture. It is important to note that these objects or actions had no other words in our ancestors’ language. The connotations of some of these arguments have shifted over the centuries, and today voodoo is a fusion of African and American cultures from the seventeenth century.

        Children are kept close to their parents, and the family structure is vital. As far as family life and child- rearing are concerned, Haitian society is dominated by matriarchy. Most people agree that common- law marriages are the norm. In most cases, the man is likely to deal with matters relating to the outside world. A standard method of disciplining children is through corporal punishment. Furthermore, Haitians hold several values, including respect for adults, support for their families, and academic excellence.

        Food Practices Related to Life Cycle and Major Celebrations

        Most Haitians are Roman Catholics and practice their religion. It is an integral part of Haitian culture and life. In addition to Good Friday, Easter Sunday, and Christmas, they also observe other religious holidays. Celebrations are not only an opportunity to visit family and enjoy delicious meals together but also an opportunity to forget about the problems and hardships of everyday life. Roman Catholics attend midnight mass on Christmas Eve in Haiti, followed by a celebration dinner and gift exchange. A Christmas tree is typically only found in the homes of the wealthy, but everyone in a village might enjoy a firework display (pis d’etoil).

        There is also a high demand for national holidays. All Souls’ Day (Day of the Dead) falls on November 2nd. This day is devoted to telling stories, eating food, and drinking alcohol. Food is often placed at the graveside of a loved one or at the table at which they used to eat. For the family to be served their

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        meals, the food must first be offered to them. Carnival, also known as Mardi Gras, is one of Haiti’s most celebrated events.

        Each November, Haitians who practice voodoo celebrate harvest festivals over two days. It is observed today by Haitian peasants known as Manger-Yam (mahn-djay YAM), which means “eat yam.” As well as singing and dancing, the festival also involves feasting and drinking. In honor of this day, it is essential to recognize the importance of the yam in the cuisine of rural Haiti. Some Americans may celebrate this holiday.

        Establishing communication

        1. In Haiti, Creole is the primary language spoken.

        2. As a rule, Haitians make direct eye contact and use a vibrant tone of voice when speaking with friends. It is common for them to avoid eye contact when conversing with others.

        3. Hand gestures are usually used in conjunction with speech. Conversations can become loud, but this does not necessarily indicate anger.

        4. When discussing certain personal topics, the conversation tends to be direct.

        5. Those uneducated may smile and nod when they do not understand or may appear timid and keep to themselves when they do not understand.

        6. In informal situations, touching is acceptable between friends, except between members of the opposite gender.

        7. It is common for Haitians to approach you when speaking, and they require much less personal space than Americans.

        8. Furthermore, they tend not to be punctual unless it is stressed that punctuality is a priority. Consequently, they may be late for appointments and not consider it rude (Framingham State College, 2008).

        The nurse caring for a Haitian American client should understand that data from studies indicate that Haitians find touch from caregivers to be supportive, comforting, and reassuring. There is an indication from this that Haitian women may be fewer probable than women from other cultural groups to insist on having female nurses present during the delivery process.

        There is a solid construction between Haitians and African Americans that dates to Africa, but both groups rarely mix socially and tend to mistrust each other. Nurses must comprehend that just because two customers might be Black does not mean they will share mutual attention or be suitable companions for sharing a hospital room. Like members of other social groups, the Haitian people are not free from social prejudice. Understanding these cultural and socioeconomic issues will facilitate the task of staff to care for Haitian clients and the assignment of client rooms.

        As a result of the large social class gap, nurses need to consider the economic background of Haitian American patients before placing them in the same area. Despite coming from the same country, a poor and wealthy client with Haitian experience may find that sharing a room in a hospital is unpleasant.

        There is an important influence of cultural factors on health and healthcare behavior in social organizations. Reproductive behavior is influenced by fundamental norms, such as the desire to have a large family and the outdated roles of men and women. Several Haitians use different names at different clinics since their legal status is either questionable, such as that of entrants, or undesirable, such as undocumented immigrants. Due to the lack of access to patient records, this practice causes confusion among healthcare providers and results in people “falling through the cracks.”. As a result,

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        some Haitian patients lose continuity of care. Several intake procedures may be conducted on the same client, resulting in a delay in health care services.

        Researchers have found that immigrant Haitian mothers believe that little can be done to prevent childhood diseases considered medically preventable in the United States. Due to a lack of education or belief in preventive healthcare, many Haitian mothers have to the principles and practices of Haitian folk medicine. There are significant suggestions for the health instruction of parents and children. Nursing was found to be the most effective method of teaching health. Understanding, practicality, reinforcement of parenting skills, and an opportunity for questions are all qualities that make teaching valuable (Nurse Key, 2019).

        2. Transcultural Nursing and Health Care in Taiwan Nursing educators in Taiwan must address and effectively manage trans-cultural healthcare issues due to Taiwan’s multicultural population. It has been noted that there has been a longstanding lack of self-reflection on cultural problems resulting in a health gap between community nursing and Taiwan’s Indigenous populations. As Taiwan’s immigrant communities have grown from Southeast Asia, Mainland China, and elsewhere, the community healthcare landscape has become more complex.

        Among Taiwanese values are challenging work, patience, humility, friendliness, and respect for others. Their primary economic resource is their extended family, which is initiative-taking. Most of them dislike loud, showy, and unrefined behavior. Anyone who brings shame to his or her family (“loss of face”) brings shame to the entire community (Wu, & Yen, 2012).

        There is a keen sense of closeness and extended family among Taiwanese families. Despite marriage, most Taiwanese people remain close to their parents. Westerners are often surprised by the degree of support Taiwanese parents give their grown-up children. Parents often decide which subject their children should study at university or purchase houses for their children. In many households, three or more generations live together. Most families still expect the oldest son to carry his wife to live with them in the house in which he grew up. However, some newlyweds have few options due to the high cost of housing in major cities and the low salaries of Taiwanese professionals.

        To show respect to those older than oneself, it is important to offer food and joss paper to the ancestors and to show respect to one’s parents and grandparents. Elder siblings are expected to defer to their younger siblings. Twins are often considered older siblings throughout their lives, even if one was born moments earlier.

        In Chinese culture, descendants are both loved and dreaded; daughters are expected to marry and make offerings to their husbands’ ancestors; their descendants may be intentionally harmed. Many households have shrines dedicated to ancestors, sometimes located in the living room and upstairs ( Life of Taiwan, 2022).

        Welcome and meeting

        1. At the first conference, the permission of the head or a minor bow is considered polite. A handshake is reserved for male friends.

        2. It is important to make an introduction. Please do not introduce yourself. It would be more appropriate if a third party introduced you. It is an innovative idea to wait for the host to introduce you at a party or business meeting.

        Communication through body language

        1. Touching anyone on top of their head, particularly a baby, is not advisable.

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        2. Public displays of affection for the other sex are not permitted.

        3. It is never a promising idea to move an object with your feet or point at an object with your feet. Dirty feet are considered unclean.

        4. When sitting, place your firsthand your lap.

        5. Rather than crossing their legs, men should place both feet on the ground.

        6. It is considered rude to put your arm around another’s shoulder, wink, and point with your index finger. The hand should be open when pointing.

        7. A palm facing outward in front of the face and moving back and forth indicates a negative response.

        8. A gesture of respect would be to place the right hand over the left fist and raise both hands to the heart when greeting the elderly.

        References

        Framingham State College (2008). Haiti. (s. f.). https://www.framingham.edu/Assets/uploads/academics/colleges/science-technology-engineering- and-mathematics/food-and-nutrition/_documents/haiti.pdf

        Gonzalo, A. B. (2021b, agosto 19). Madeleine Leininger: Transcultural Nursing Theory. Nurseslabs. https://nurseslabs.com/madeleine-leininger-transcultural-nursing-theory/

        Taiwan’s Culture and Festivals | Life of Taiwan Tours. (2018, 7 junio). Life of Taiwan. https://lifeoftaiwan.com/about-taiwan/culture-festivals/

        Themes, U. (2019, 29 diciembre). Haitian Americans. Nurse Key. https://nursekey.com/haitian- americans/

        Leininger’s Culture Care Theory. (2020, 21 julio). Nursing Theory. https://nursing-theory.org/theories- and-models/leininger-culture-care-theory.php

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        https://www.framingham.edu/Assets/uploads/academics/colleges/science-technology-engineering-and-mathematics/food-and-nutrition/_documents/haiti.pdf
        https://www.framingham.edu/Assets/uploads/academics/colleges/science-technology-engineering-and-mathematics/food-and-nutrition/_documents/haiti.pdf
        https://www.framingham.edu/Assets/uploads/academics/colleges/science-technology-engineering-and-mathematics/food-and-nutrition/_documents/haiti.pdf
        https://www.framingham.edu/Assets/uploads/academics/colleges/science-technology-engineering-and-mathematics/food-and-nutrition/_documents/haiti.pdf
        https://nurseslabs.com/madeleine-leininger-transcultural-nursing-theory/
        https://nurseslabs.com/madeleine-leininger-transcultural-nursing-theory/
        https://nurseslabs.com/madeleine-leininger-transcultural-nursing-theory/
        https://lifeoftaiwan.com/about-taiwan/culture-festivals/
        https://lifeoftaiwan.com/about-taiwan/culture-festivals/
        https://lifeoftaiwan.com/about-taiwan/culture-festivals/
        https://nursekey.com/haitian-americans/
        https://nursekey.com/haitian-americans/
        https://nursekey.com/haitian-americans/
        https://nursekey.com/haitian-americans/
        https://nursing-theory.org/theories-and-models/leininger-culture-care-theory.php
        https://nursing-theory.org/theories-and-models/leininger-culture-care-theory.php

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