NU 629 Week 2 Discussion 1 How can you advocate for this identified vulnerable population within your community?
NU 629 Week 2 Discussion 1How can you advocate for this identified vulnerable population within your community? List and discuss at least three ways in which you can advocate.
How can you advocate for this identified vulnerable population within your community? List and discuss at least three ways in which you can advocate.
NU 629 Week 2 Discussion 1: Cultural Competency Caring for a Vulnerable Population in My Own Community
Value: 100 points
Due: Initial post by Day 3, Response by Day 7.
Grading Category: Discussions
Overview
Cultural Respect & Competency—Caring for a Vulnerable Population in My Own Community
Effective health communication is as important to health care as clinical skill. To improve individual health and build healthy communities, providers need to recognize and address the unique culture, language, and health literacy of diverse consumers and communities. As Advanced Practice Nurses, we must be knowledgeable but also culturally savvy and understand the nuances of the populations that we serve.
Prior to writing this week’s discussion post, first, complete the self-assessment checklist, reflect upon the information you learned about yourself, and then review the following learning material:
- Cultural Competence Self-Assessment Checklist (PDF)
- National Institutes of Health: Cultural Respect
- Health Resources and Services Administration: Cultural Language and Health Literacy
- Effective Tools 2016 (YouTube)
- Effective Tools 2016 (YouTube) video transcript
Initial Post
For this discussion, identify a vulnerable population in your own community. Describe the characteristics of this group—what makes them vulnerable—and utilize at least three scholarly resources to answer one of the following questions for your initial post.
- Paraphrase concepts/theories specific to healthcare disparities as related to vulnerability; provide at least three applications of concepts/theories that could be implemented within your community.
- As an APRN, how can you advocate for this identified vulnerable population within your community? List and discuss at least three ways in which you can advocate.
- How does what you learned about your own cultural competency affect how you might approach your role as an advocate? Did you find that you had bias? Were you aware of your bias prior to this exercise?
- As an APRN, how will you strive to be culturally competent and respectful to those you serve? List and discuss at least three behaviors/characteristics of a culturally competent and respectful APRN.
Note: Evaluate your APA proficiency and make sure you address each of the required elements for this discussion. Utilizing headings for each aspect of the question is a great way to know that you covered the elements of the question. As you continue to move through this course and our program, expectations related to APA, grammar, professional writing, and assessment instructions will encourage you to stretch and push yourself, ensuring you are producing graduate-level academic work that you can be proud of.
Reply Posts
Reply to at least two of your classmates that answered different questions than you did. The replies should be well thought out with strong paragraph development (minimum of five to six sentences each), citations, and APA formatting. Note: The expectation is not that you “agree” or “disagree” with your peers but that you develop a conversation with information that is validated via citations to encourage learning and to bring your own perspective to the conversation.
In one of your reply posts, compare and contrast your vulnerable community’s characteristics or conditions, or even your own bias, with those of your peers in relationship to the question your peer answered. For your second reply post, discuss the pros and cons of an interdisciplinary approach to advocacy; evaluate the focus of team members and how they might benefit your peer’s vulnerable population in relation to the question that they chose to answer.
Please refer to the Grading Rubric for details on how this activity will be graded. Reply to at least two of your classmates on two separate days (minimum) utilizing at least two scholarly references per peer post.
how can you advocate for this identified vulnerable population within your community? List and discuss at least three ways in which you can advocate.
Posting to the Discussion Forum
- Select the appropriate Thread.
- Select Reply.
- Create your post.
- As an APRN, how can you advocate for this identified vulnerable population within your community List and discuss at least three ways in which you can advocate.” width=”300″ height=”95″ /> As an APRN, how can you advocate for this identified vulnerable population within your community List and discuss at least three ways in which you can advocate.Select Post to Forum.
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Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points)
| Criteria | Exemplary Exceeds Expectations |
Advanced Meets Expectations |
Intermediate Needs Improvement |
Novice Inadequate |
Total Points |
|---|---|---|---|---|---|
| Quality of Initial Post | Provides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points |
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support important points.
Meets all requirements within the discussion instructions. Cites two references. 35 points |
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points |
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Missing several instruction requirements. Submits post late. 27 points |
40 |
| Peer Response Post | Offers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted. 40 points |
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post. All instruction requirements noted. 35 points |
Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.
Missing reference from one peer post. Partially followed instructions regarding number of reply posts. Most instruction requirements are noted. 31 points |
Post is primarily a summation of peer’s post without further synthesis of course content.
Demonstrates incomplete understanding of content and/or inadequate preparation. Did not follow instructions regarding number of reply posts. Missing reference from peer posts. Missing several instruction requirements. Submits post late. 27 points |
40 |
| Frequency of Distribution | Initial post and peer post(s) made on multiple separate days.
All instruction requirements noted. 10 points |
Initial post and peer post(s) made on multiple separate days.
8 points |
Minimum of two post options (initial and/or peer) made on separate days.
7 points |
All posts made on same day.
Submission demonstrates inadequate preparation. No post submitted. 6 points |
10 |
| Organization | how can you advocate for this identified vulnerable population within your community? List and discuss at least three ways in which you can advocate.
Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas. 5 points |
Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.
4 points |
Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted. 3 points |
Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points |
5 |
| APA, Grammar, and Spelling | Correct APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points |
Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points |
Three to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points |
Five or more unique formatting errors or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points |
5 |
| Total Points | 100 | ||||
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