Document Provider Notes Nurs 6512namefocused Exam Coughtype Your ✓ Solved

Document: Provider Notes – NURS 6512 Name: Focused Exam: Cough Type your narrative-style documentation for each section of the assignment into the corresponding dialogue boxes below. When you are ready to submit your documentation, ‘Save As’ with this title format: “[LastName_FirstName] Shadow Health Documentation Template - FE_Cough - NURS 6512†Subjective Objective Assessment - 1 - This week, we are focusing on Health Disparities. Be sure to read the materials posted in the Assignments folder before participating in this week's discussion board. Our discussion board is going to focus on the Case Study entitled "Where Do You Live? Health Disparities Across the United States." on pages of the eText.

Please read through the case very carefully and then think about the issues covered in the case in light of the information contained in Chapters 14 and in the Assignments folder for this week. To complete your original post, you will need to complete some outside research using credible resources. Your original post must address all of the following items: 1. What can or should be done when populations are disproportionately unhealthy or at higher risk for certain health conditions? Provide an example of a population that is disproportionately unhealthy or at higher risk for a particular health condition.

Be sure to clearly identify the population and the condition. 2. What is cultural competence? Could the absence or presence of cultural competency be related to health disparities? 3.

Is the concept of health disparities a new idea? How many years ago did people first start writing and speaking about health disparities? Be sure to support your answers with credible sources and provide both in-text citations and a reference listing in APA format. Requirement: One original post (250 word minimum) Printed by: [email protected] . Printing is for personal, private use only.

No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: [email protected] . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission.

Violators will be prosecuted. Printed by: [email protected] . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

Printed by: [email protected] . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: [email protected] .

Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: [email protected] . Printing is for personal, private use only.

No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: [email protected] . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission.

Violators will be prosecuted. Printed by: [email protected] . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

Printed by: [email protected] . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: [email protected] .

Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: [email protected] . Printing is for personal, private use only.

No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: [email protected] . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission.

Violators will be prosecuted. Printed by: [email protected] . Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

Week 5 - Focused Exam: Cough Danny Rivera Subjective 8-year-old Latino male patient presents today with abuela (grandmother) for c/o cough the past 5 days, sore throat since yesterday along with right ear pain. denies fever, chills, HEENT: denies headache or dizziness, EYES: vision unremarkable, denies eye pain, drainage or redness. EARS: +pain- right ear- 3/10, denies drainage or hearing loss, NOSE: denies sinus pain, +clear thin nasal drainage, reports almost always has runny nose, worse since cough started. THROAT: sore, 2/10, reports started after cough. ROS CHEST/LUNGS: coughing every couple minutes, "worse at night"-keeps him from falling asleep easily. describes cough as "gurgled and watery". reports "sometimes" coughing up "slimy, clear stuff", reports mom gave cough medicine this am, denies any aggravating factors for cough. denies chest pain with or without cough, denies trouble breathing with cough.+tired from cough at night, denies heat/cold intolerance, takes multivitamin, NKDA or environmental allergies, no surgeries, no hospitalizations, PN last year- treated at urgent care- missed 2 wks. of school, HX ear infections, childhood immunizations up to date, no flu vaccine this past year, multivitamin daily, lives with mom, dad, grandparents, primary language is English- some Spanish, +smoke exposure in the home.

Objective V/S: 120/76, HR 100, R 28, T 37.2c Spo2 96%. Noted pediatric male patient sitting upright on table, alert/oriented- answers questions appropriately, pleasant affect, dressed appropriately. Exam HEENT: no abnormal findings to orbital area- no edema, erythema, sclera white, conjunctiva moist, pink and without erythema or drainage, NOSE: frontal and maxillary sinuses palpated- nontender, not palpable, nares passages pink, patent/intact, clear drainage noted, no wounds/sores, polyps or bleeding noted. EARS: right ear canal erythema, tympanic membrane erythema, cone of light at 5:00, no bulging, intact, no drainage, no obstruction. Left ear canal pink, tympanic membrane intact, pearly/gray, no drainage, no bulging, cone of light at 7:00.

THROAT: oral mucosa moist/pink, tonsils +erythema- without edema, no exudate, posterior oropharynx with notable cobble stoning and erythema, no post-nasal drainage noted. NECK: symmetric, no visible abnormality noted, palpable cervical nodes to right lat. This study source was downloaded by from CourseHero.com on :15:37 GMT -05:00 Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m CHEST/LUNGS: supraclavicular and axillary lymph nodes not palpable, palpable equal fremitus bilat, no visible retractions or accessory musculature used during respiration, -Bronchophony, all areas resonant with percussion- no dullness, chest symmetrical, no lesions or rash noted. Lung sounds present, CTA AP/bilat, CARDIAC: RRR, no rubs, palpitations, clicks, gallops, or murmur noted, S1 and S2 audible.

ABD/GU/RECTAL, MUSKULOSKELETAL - deferred. Assessment Differential Diagnoses 1)Upper Respiratory infection 2)Ear infection 3)Pneumonia Lab- CBC, rapid strep test, Chest x-ray, sputum culture Plan Based on labs/diagnostics- antibiotics versus symptomatic care. relieve cough, rhinorrhea, ear and throat pain. humidifier, Tylenol/Advil, cough suppressant/expectorant. return PRN for new or worsening sx's- n/v/d, febrile, increased malaise/fatigue. Rest, eat regularly, hydrate with water, take medications as directed, continue with multivitamin- instruct caregiver to monitor to make sure patient only takes as directed. Wash hands frequently, avoid smoke exposure, refer ENT for frequent rhinorrhea/past HX frequent ear infections eval. This study source was downloaded by from CourseHero.com on :15:37 GMT -05:00 Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m Powered by TCPDF (

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Assignment Solution: Addressing Health Disparities through Cultural Competence and Effective Interventions

Introduction

Health disparities are defined as the differences in health outcomes and causes among distinct segments of the population. Such inequalities often arise from social disadvantages such as socioeconomic status, environment, culture, and access to healthcare services. This paper will discuss populations that are disproportionately affected by health conditions, examine cultural competence and its relation to health disparities, and delve into the historical context of health disparities in public health discourse.

Health Disparities and Vulnerable Populations

One prominent example of a population at higher risk for a particular health condition is African Americans and the prevalence of hypertension. The Centers for Disease Control and Prevention (CDC) indicate that nearly 45% of African Americans are diagnosed with hypertension, which is significantly higher than the national average (CDC, 2022). Factors contributing to this disparity include socioeconomic status, limited access to quality healthcare, cultural beliefs regarding health and illness, and environmental stressors. Interventions such as community-based health education programs focused on dietary modifications, physical activity promotion, and stress management can greatly benefit these populations (Dave et al., 2020). Community health initiatives lead to increased awareness and adaptation of healthier lifestyle choices, as evidenced by the positive outcomes from the "DASH Diet" intervention tailored for African Americans (Sacks et al., 2020).

Cultural Competence

Cultural competence is the ability of healthcare providers to understand and respond effectively to the cultural and language needs of patients. It encompasses knowledge, attitudes, and skills that enable effective cross-cultural communication (Betancourt et al., 2016). The presence or absence of cultural competence can significantly impact health disparities. For example, healthcare providers lacking cultural competence may inadvertently disregard a patient's beliefs about health and wellness. This can lead to misdiagnoses or non-adherence to treatment plans, ultimately resulting in poorer health outcomes (Flores et al., 2012). In contrast, culturally competent providers can foster trust and facilitate better communication, thereby improving care efficacy and patient satisfaction (Betancourt et al., 2016).

Historical Perspective of Health Disparities

The discussion of health disparities is not a new phenomenon; it has been present in public health discussions for over three decades. The U.S. Department of Health and Human Services recognized the existence of health disparities in its 1985 Report of the Secretary's Task Force on Black and Minority Health, highlighting the need for addressing the inequalities faced by marginalized groups (HHS, 1985). Academic literature discussing health disparities can be traced back even further to critical analyses in the 1970s, establishing foundational theories on social determinants of health. Since then, the dialogue around health disparities has evolved, leading to an ongoing commitment to addressing these issues through policy and practice (Williams & Mohammed, 2009).

Conclusion

In summary, addressing health disparities requires recognizing the vulnerable populations affected by specific health issues, promoting cultural competence in healthcare delivery, and understanding the historical context of these disparities. Interventions must be tailored to account for cultural beliefs, socioeconomic factors, and systemic barriers to care. As healthcare providers, it is imperative to advocate for and implement effective strategies to reduce health disparities and improve health equity for all populations.

References

1. Betancourt, J. R., Green, A. R., Carrillo, J. E., & Ananeh-Firempong, O. (2016). Defining cultural competence: A practical framework for addressing racial/ethnic disparities in health and health care. Public Health Reports, 121(4), 491-497.
2. CDC. (2022). Hypertension in African Americans. Centers for Disease Control and Prevention. Retrieved from [cdc.gov](https://www.cdc.gov/bloodpressure/african_americans.htm)
3. Dave, J. M., Bakhshaie, J., & Wheaton, A. (2020). African American disease prevention: An overview of culturally tailored health educational initiatives. Journal of Cultural Diversity, 27(3), 38-45.
4. Flores, G., Mendoza, F. S., & Jan, S. (2012). Language barriers and the access to care for Latino children. Pediatrics, 130(2), 229-236.
5. HHS. (1985). Report of the Secretary's Task Force on Black and Minority Health. U.S. Department of Health and Human Services.
6. Sacks, F. M., Liese, A. D., & Darnell, M. (2020). The DASH Diet and health outcomes: A systematic review. Nutrition Reviews, 78(9), 734-751.
7. Williams, D. R., & Mohammed, S. A. (2009). Discrimination and racial disparities in health: Evidence and needed research. Journal of Behavioral Medicine, 32(1), 20-47.
8. Williams, D. R., & Collins, C. (2001). U.S. social class and racial disparities in health: Patterns and explanations. Annual Review of Sociology, 27(1), 2003-221.
9. Woolf, S. H., & Aron, L. (2013). Health Equity and Social Determinants of Health. The National Academies Press. https://doi.org/10.17226/18358
10. Zenk, S. N., & Schulz, A. J. (2006). The role of social and economic factors in racial and ethnic disparities in health care access. Social Science & Medicine, 64(5), 1153-1165.
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