Monthly Archives: May 2023

Peers’ Post:

Specific Purpose:    I will persuade my audience to stop smoking in public places.

Central Idea: Stopping public smoking will not only contribute positively to those suffering from secondhand smoke, but it will benefit the environment and community as well.

INTRODUCTION

1. (Attention Getter) William Faulkner once said, “We must be free not because we claim freedom, but because we practice it.” While I agree we all have the right to make our own decisions, it shouldn’t come at the expense of others and their health. From smoking on a crowded sidewalk to smoking in the car with your loved ones in the back seat, these decisions are putting everyone’s health at risk.
2. (Reveal Topic) I’m here to persuade you to think about a simple change that will have a massive impact on the health of our community and our loved ones, to stop smoking in public.

• (Credibility Statement) When I was young, my family traveled all over for my brother’s hockey tournaments. We were very close to another family on the team in which I would often travel with. They were heavy smokers and I would constantly be exposed to secondhand smoke on long road trips. I later learned that those road trips would change the way I live, forever. As a result of that constant exposure, I was diagnosed with chronic asthma. As a result, I cannot even walk up a flight of stairs without becoming winded and having to take a break or using one of my multiple inhalers or nebulizers. In addition, I have done a vast amount of research on the effects public smoking has on our environment and our health.

1. (Preview) People who engage in smoking are well-aware of the risk they are taking by exposing themselves to the chemicals found in tobacco products, but do they know how these chemicals affect others surrounding them? If more people were educated on the harmful effects secondhand smoke causes to innocent bystanders, we may be able to prevent the serious long-lasting conditions related to the chemicals in cigarettes and the environmental effects as well.

(TRANSITION:  The Centers of Disease Control and Prevention (CDC) defines secondhand smoke as smoke from tobacco products, such as cigarettes or cigars, which is exhaled by the person smoking and inhaled by another person (CDC, 2018).

BODY

1. (MAIN POINT 1) Secondhand smoke alone kills an estimated 41,000 adults and children each year related to lung cancer, heart disease and other serious health conditions (CDC, 2018).
   1. (SUBPOINT) According to the CDC, secondhand smoke contains over 7,000 chemicals, in which at least 70 are cancer-causing chemicals (CDC, 2018).
      1. (SUB-SUBPOINT) That is 70 chemicals in each puff that are putting bystanders at risk for serious health conditions they otherwise wouldn’t be at risk for.
      2. (SSP) By making smokers aware of the consequences smoking in public has on the community, we can, hopefully, cut the number of fatalities and health conditions related to secondhand smoke exposure.
      3. (SP) Secondhand smoke affects all ages. The preventable conditions and effects of secondhand smoke differ between children and adults, but both have long lasting consequences. The CDC states:
      4. (SSP) Adults can develop heart disease, lung cancer, and can even be at a higher risk of a stroke or heart attack when exposed to secondhand smoke.
      5. (SSP) . Children are at higher risk of severe and frequent asthma attacks, ear infections, respiratory infections and sudden infant death syndrome (SIDS) (CDC, 2018).

TRANSITION: By eliminating the exposure to these chemicals, we will also limit the number of health conditions that need to be treated.

1. (MP 2) Think of it this way, if you are trying to diet and you throw away all of the junk food in your house, you eliminate the chance of gaining weight from fatty foods, correct? Well, if we eliminate the smoke exposure, we eliminate the chance of those chemicals causing conditions that need to be medically treated and therefore, decrease hospital admissions.
2. (SUBPOINT) A study in Germany in 2004 found that after the public smoking ban in New York in 2003, there was a dramatic decrease in hospital admissions related to myocardial infarctions, or heart attacks, totaling 3813 fewer than the year prior.
3. (SUB-SUBPOINT) That is an 8% decrease that is directly related to positive effects of the smoking ban.

TRANSITION: In addition to the positive health effects on the community, there are environmental positives as well.

III.       (MP 3) Stopping public smoking will contribute to the cleanliness and pollution of our environment and public places.

1. (SUBPOINT) According to the World Health Organization (WHO), there is an estimated 766,571 metric tons of cigarette butts per year littered in parks, beaches, streets, and communities (Paula, S.G. et al., 2019, p. 2,7).
2. (SUB-SUBPOINT) Besides the 7,000 toxic chemicals I mentioned before, cigarette butts are made up of almost all non-biodegradable plastics that take years to degrade.
3. (Sub-sub-subpoint) This negatively affects the environment by the toxic chemicals in the plastic sticking around and polluting the air, soils and waste streams
4. (SSSP) If we control tobacco product waste (TPW) by limiting chances of exposure, the environment will benefit greatly.

CONCLUSION

1. All in all, putting a stop to public smoking has many benefits on the health of the public and the well being of the environment.
2. (Summary Statement) By doing this, it will limit the number of people exposed to secondhand smoke and, therefore, positively enhance the health of the public and the community. Secondhand smoke is known to cause serious health conditions such as lung cancer and heart disease in adults and can be fatal to children and the environment.

• (Memorable Closing Statement) I urge you to care about the wellbeing of those surrounding you, and together we can eliminate the ability to smoke in public places. Inform your local city council, write a letter to your state governor, inform those you know who smoke of the effects public smoking has on your community. Taking these steps can limit the number of health conditions and fatalities related to secondhand smoke and promote a healthier environment for everyone in the community.       

In the response post, critique the outline by providing strengths and areas of improvement based on the quality of the following:

• Introduction
• Body w/ transitions
• Conclusion
• Supporting materials – in-text references and APA citations
• Were you persuaded? How was it or was it not effective?
• Other suggestions for improvement
• Any suggestions you have for smoothing out the content.

 I NEED A RESPONSE TO THIS ASSIGNMENT

2 REFERENCE

Legal and Ethical Considerations for Group and Family Therapy

According to Locher et al. (2019), psychotherapy is an evidence-based psychological intervention that tackles behavioral or psychiatric disorders. Several different approaches may be used to take form in either individual or group/ family psychotherapy. Group psychotherapy typically involves a clinician and a set of persons who have similar mental health or psychiatric disorders, who meet at specified times to discuss, process, or listen to persons dealing with similar issues (Exhumalai et al., 2018). Whether psychotherapy is in the individual or group setting, ethical or legal implications may arise.

Confidentiality is a significant concern not only in the individual setting but especially in the group setting. With individual psychotherapy, it is only the clinician and the client, and the patients are less concerned about this aspect being breached.  It involves other individuals in a group or family setting; thus, the therapist cannot promise or guarantee that confidentiality will be maintained (McClanahan. 2014). However, the practitioner can urge the group members to keep what is discussed or processed confidentially.

Informed consent is another ethical consideration that will differ with a group versus individual psychotherapy. Shah et al. (2020) define informed consent as the process in which a provider educates a patient about the risks, benefits, and alternatives of an intervention. In psychotherapy, the provider will inform the patient about expected behaviors and set limits or boundaries, which is done before commencing therapy. The patient can then make an informed decision about whether they wish to participate. Breeskin (2011), in his article “Procedures and guidelines for group therapy,” gives an example of how this may be presented to a client. When a client signs the document, it can be legally binding. Therefore, it is essential to know the laws of your state and how they impact your practice.

Impact on therapeutic Approaches

An important fact to remember is the consequences of breaching confidentiality and failing to inform patients properly. For example, if there is a patient in group therapy that you see individually, that client’s information should never be disclosed in the group. Similarly, not informing the patient of how group therapy may impact them negatively (not just positively) can have a lasting effect on the client. The patient should be educated on what they may encounter so they can decide on whether to be a part of group therapy or not.

Finally, the provider must realize that he/she is catering to the entire group and not a specific client. The responses given by the clinician must benefit the group as a whole and not just one patient. Exhumalai et al. (2018) remind us that group therapy aims to be corrective, educational, therapeutic, developmental, preventative, and recreational. To meet these criteria, the clinician should aim to cater to all group members.

References

Breeskin, J. (2011). Procedures and guidelines for group therapy. The Group Psychologist, 21(1). Retrieved from http://www.apadivisions.org/division-49/publications/newsletter/group-psychologist/2011/04/group-procedures.asp

Ezhumalai, S., Muralidhar, D., Dhanasekarapandian, R., & Nikketha, B. S. (2018). Group interventions. Indian Journal of Psychiatry, 60(Suppl 4), S514–S521. http://doi.org/10.4103/psychiatry.IndianJPsychiatry_42_18

Locher, C., Meier, S., & Gaab, J. (2019). Psychotherapy: A World of Meanings. Frontiers in Psychology, 10(460). doi:10.3389/fpsyg.2019.00460

 1.Practicum Journal Entry: You will write about a client you observed or counseled.

Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:

• Describe the client (without violating HIPAA regulations) and  identify any pertinent history or medical information, including  prescribed medications.
• Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client.
• Explain any legal and/or ethical implications related to counseling this client.
• Support your approach with evidence-based literature.

Diagnosis here is Major Depressive disorder and Anxiety. Use a 60 years male. diagnosed with Major depressive disorder. now in the therapist office complaining of Anxiety.

Medication are Sertraline(Zoloft) 

2.  Practicum Journal Entry: You will write about a client you  observed or counseled and explain whether cognitive behavioral therapy  would be effective with this client.

Select a client that you observed or counseled this week. Then, address the following in your Practicum Journal:

• Describe the client (without violating HIPAA regulations) and  identify any pertinent history or medical information, including  prescribed medications.
• Using the DSM-5, explain and justify your diagnosis for this client.
• Explain whether cognitive behavioral therapy would be effective  with this client. Include expected outcomes based on this therapeutic  approach. Support your approach with evidence-based literature.
• Explain any legal and/or ethical implications related to counseling this client.

This use a 55 years old male with the diagnosis of major depressive disorder and Post traumatic disorder.
 

Assignment: Evidence-Based Project, Part 1: Identifying Research Methodologies

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course. 
• Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest.      You should not be using systematic reviews for this assignment, select original research articles.
• Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
• Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

• The full citation of each peer-reviewed article in APA format.
• A brief (2-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
• A brief (2 paragraph) description of the aims of the research of each peer-reviewed article.
• A brief (2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
• A brief (2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
• Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This      PICOT question will remain the same for the entire course.
• Use the keywords from the PICO(T) question you developed and search at least four different databases in the Walden      Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles      (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
• Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 7-8-slide PowerPoint presentation in which you do the following:

• Identify and briefly describe your chosen clinical      issue of interest.
• Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
• Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
• Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer-reviewed article.
• Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

• Chapter      2, “Asking Compelling Clinical Questions” (pp. 33–54)
• Chapter      21, “Generating Evidence Through Quantitative and Qualitative Research”      (pp. 607–653)

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, 91–108. doi:10.1111/j.1471-1842.2009.00848.x

Hoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2. Nursing Standard, 27(18), 48–55. doi:10.7748/ns2013.01.27.18.48.c9488

Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1. Nursing Standard, 27(15), 52–57. doi:10.7748/ns2012.12.27.15.52.c9485

Required Media

Centers for Research Quality. (2015a, August 13). Overview of qualitative research methods [Video file]. Retrieved from https://youtu.be/IsAUNs-IoSQ

Centers for Research Quality. (2015b, August 13). Overview of quantitative research methods [Video file]. Retrieved from https://youtu.be/cwU8as9ZNlA

Laureate Education (Producer). (2018). Review of research: Anatomy of a research study [Mutlimedia file]. Baltimore, MD: Author.

Schulich Library McGill. (2017, June 6). Types of reviews [Video file]. Retrieved from https://youtu.be/5Rv9z7Mp4kg

Laureate Education (Producer). (2018). Searching the Evidence [Video file]. Baltimore, MD: Author.

 Criteria:

ü  Lawrence’s levels and stages of moral development 

ü  Periods of life 

Real world example  

Read Chapter 5

1. Describe the organizational characteristics of the facility in which you currently have a clinical assignment. Include the following:

a. Type of organization

b. Overall climate of the facility 

c. How the organization is structured 

d. Formal and informal goals and processes of the organization 

2. Why is the work climate of an organization important to nurse leaders and managers?

3. What are the ways in which a nurse can enhance his or her expertise?

4. Explain “shared governance,” and describe how it can affect the power structure of a health-care organization. 

5. Why is it important for staff nurses to understand the culture and real goals of the organization in which they work? 

1. Describe your ideal organization. Explain each feature and why you think it is important.

2. Interview one of the staff nurses on your unit. Find out what practices within the organization help to empower the nurses. Compare this list of practices with those discussed in the textbook. 

3. Recall the last time you walked into a hospital, clinic, or physician’s office for the first time. What was your first impression? Did you feel comfortable and welcome? Why or why not? If you could change the first impression this facility makes, what would you do?

4-What changes could be made at a very low cost? What changes would be expensive? Finally, discuss why it is important for a health-care facility to make a good first impression

Learning to manage stress for good health

 This is the ongoing project discussion portion of this class. My population is geriatric/elderly. The problem is BP…

I will attach previous discussions because it all needs to tie in together

350 words

at least 3 references cited in the discussion.

must be last 5 years

Overview: Dr. Marcia Stanhope (2020) explained that evidence-based public health practice refers to those decisions made by using the best available evidence, data and information systems and program frameworks; engaging community stakeholders in the decision-making process; evaluating the results; and then disseminating that information to those who can use the information.

Practicum Discussion: This week, your assignment will be to incorporate all of the information you have gathered from the community—including the population itself, health data, interviews/conversations with interested community members, and your community assessment, including your Windshield Survey—as well as what you have gathered from scholarly literature to propose measureable interventions. Measureable interventions mean that the results can be measured through some data that could be collected (Stanhope, 2020). This requires thinking in terms of actions and then measuring results. An evaluation of interventions is important to see whether or not they are effective in solving a health care problem. Remember, you will need to use the data you gathered to determine whether or not a problem exists in your community and to then determine whether your interventions might be effective.

Please discuss the following points in your Practicum Discussion:

• Identify one evidence-based behavior change that would promote health in your selected population.
• Suggest one specific culturally sensitive, evidence-based, measureable intervention to address the health problem for your selected population.
• Think in terms of measuring outcomes. What outcomes would you expect to see once the intervention(s) are in place? Be specific.

By Day 4

Post your response to this Discussion.

Support your response with references from the professional nursing literature.

GOAL of PRACTICUM PROJECT

Overall Purpose for Practicum: Develop a potential project to improve the health of a specific population of interest or a population at risk.

This practicum is designed to help you develop as a scholar practitioner and health leader to promote positive social change in your own community. In this practicum experience you will focus on primary prevention of a health problem in your community (see text for definition.)  You already possess the knowledge and skills to help those who are acutely ill. This experience will help learn how to prevent a health problem in a specific population at risk at the community and system level of care (see text for definition). Consequently, because you are well aware of how to care for individuals you will now develop leadership and advocacy skills to improve the health of the community.  Collaborating with other professionals and community members in your community will be the key to a successful practicum and project. Collaborate with each other in the discussions, with your instructor, with health care professionals (nurses and other disciplines), with local and state departments of health, and most importantly with the population you hope to help. As an advocate, you will promote positive social change through collaboration with families, communities, and professionals in the health care system. You will develop a culturally relevant proposal that could improve health outcomes for a specific population at risk in your community. 

WK 1

I live in a small community located in northwest metropolitan Atlanta, Georgia. The population as of 2019, was 21,760 people. The breakdown of the population is 31% under the age of 18, 14.9% 65 years or older, 51.2% are women. 73% White, 20.8% Black/African American, 12.7% Latino/Hispanic. I am currently practicing at a privately owned hospice company where we provide services to adult patients in their homes and facilities in North Georgia.

Race is a major social determinant of health. African Americans have a higher rate of significant health problems and functional limitations.  Economic resources are also a social determinant of health. As poverty increases, mortality rates increase. Economic resources are also needed to provide basic needs such as housing and food, and is required to obtain health care and medications. Social isolation and loneliness also are social determinants that have profound effects, especially during the COVID 19 pandemic.

As a hospice nurse, the majority of my patients are the geriatric population and the population at risk I am choosing to focus on for this project. The most prevalent health problems include heart disease, respiratory diseases, stroke, cancer, diabetes, and dementia.  Depression is also a problem that occurs, leading to increased suicide rates of the geriatric patient. Injuries or death related to falls is a perpetual problem in the elderly. Malnutrition is widespread and seen in nearly every older patient, which is related to access to food, decreased physical ability to shop, cook, or eat. Malnutrition could also happen due to other comorbid conditions that the senior has such as dementia.

References

U.S. Census Bureau QuickFacts: Cartersville city, Georgia. (n.d.). Www.Census.Gov. Retrieved September 7, 2020, from https://www.census.gov/quickfacts/cartersvillecitygeorgia

Equity and Social Determinants of Health Among Older Adults | American Society on Aging. (n.d.). Www.Asaging.Org. Retrieved September 7, 2020, from https://www.asaging.org/blog/equity-and-social-determinants-health-among-older-adults#:~:text=Race%20long%20has%20been%20known%20to%20be%20a

10 common elderly health issues – Vital Record. (2018, June 25). Vital Record. https://vitalrecord.tamhsc.edu/10-common-elderly-health-issues/

WK2

According to the CDC (FastStats – Hypertension, 2019), 63.1% of adults age 60 and over have high blood pressure, which is three times higher than adults aged 20-44. Georgia ranks #33rd in the nation.  (Explore High Blood Pressure in the United States | 2019 Annual Report, n.d.). High blood pressure is one of the leading risk factors in heart attack and stroke.

As a person ages, the size of the liver decreases, and the blood flow is reduced, which reduces how quickly the liver metabolizes medication. Kidney size is reduced, and blood flow is less, resulting in low renal clearance (Beers Criteria: Some Medications to Avoid in the Elderly, 2012). Because of these physiological changes, controlling blood pressure in geriatric patients can be challenging. Cognitive impairments due to age-related dementia can result in medication noncompliance and not being able to recognize symptoms of hyper/hypotension. Physical limitations result in difficulty going to regular doctor appointments, regular physical activity, and not being able to cook a healthy heart diet, all leading to uncontrolled blood pressure.

The geriatric patient needs to be closely monitored due to drug sensitivity. Because of increased sensitivity to medication, orthostatic hypotension is a significant concern for the elderly population. Orthostatic hypotension can result in falls, syncope, or death. (Arik & Yavuz, 2014)

In looking for information for this discussion, I utilized Google Scholar for my search engine. I found much of my statistics through CDC website.

References

ARIK, G., & YAVUZ, B. B. (2014). Hypertension in Older Adults-Geriatrician Point of View. Journal of Gerontology & Geriatric Research, 03(05). https://doi.org/10.4172/2167-7182.1000182

Beers Criteria: Some Medications to Avoid in the Elderly. (2012). Tmc.Edu. https://www.uth.tmc.edu/HGEC/GemsAndPearls/medications_BeersCriteria.html

Explore High Blood Pressure in the United States | 2019 Annual Report. (n.d.). America’s Health Rankings. Retrieved September 13, 2020, from https://www.americashealthrankings.org/explore/annual/measure/Hypertension

FastStats – Hypertension. (2019). https://www.cdc.gov/nchs/fastats/hypertension.htm

WK3

We all know the top risk factors for getting or becoming more severely ill from Covid-19 include age, heart disease, or diabetes. Surprisingly, there may be a genetic link to being more susceptible or getting more severely sick from Covid-19 according to researchers. (Willingham, 2020).  Researches have recently tied the severity and susceptibility of COVID-19 to two genetic links associated with a person’s immune system. One is a persons blood type, the other is a gene that regulates chemokines (Willingham, 2020). Researchers warn that this genetic knowledge is not 100% and does not factor in the social and economic inequalities that increase risk of susceptibility and severity, rather it reveals information about the disease susceptibility which may help identify therapeutic drugs to target those biological pathways and lead the way to a cure for the entire populations, not just those with specific genes (Willingham, 2020).  Chromosome 3 hold genes that encode chemokines to attract immune cells and proteins that interact with our gatekeeper into cells, angiotensin-converting enzyme 2, also known as ACE2 (Willingham, 2020).  On chromosome 9 lies DNA that determines a person’s blood type.  Compared with other blood types, type A are at a higher risk of getting Covid-19 and have a 1.5 times higher risk of respiratory failure and those with type O had the lowest chance of all blood types for getting Covid-19 or experiencing respiratory failure (Willingham, 2020). 

By 2050 the population of adults 65 and older is expected to be 83.7 million, almost double the population in 2012 (Journal of the American Geriatrics Society). The minority population of older adults is expected to rise from 20.7% in 2012 to 39.1% in 2050 with the largest increase in Asian, Native Hawaiian, and other Pacific Islander populations , and the Hispanic population over 65 will have doubled (Journal of the American Geriatrics Society).  This means that our elderly care will also have to be ethnically diverse, culturally sensitive, and unbiased.

Culturally sensitive interventions that would be top priority would be asking the patient their preferred language and offering interpreter service in that language for any education (Journal of the American Geriatrics Society, 2016).  This is important with any education but can be lifesaving for Covid-19 prevention education. It is equally important to know the patient’s education level, cognition, and hearing to ensure understanding as well as knowing if they have a surrogate or who all will be involved in decision making (Journal of the American Geriatrics Society, 2016).  Customizing care to and individual’s cultural and language preferences will result in a more positive health outcome for this diverse population (Journal of the American Geriatrics Society, 2016).

Achieving High-Quality Multicultural Geriatric Care. (2016). Journal of the American Geriatrics Society, 64(2), 255-260.  https://doi.org/10.1111/jgs.13924

Willingham, E. (2020). Genes May Influence Covid-19 Risk, New Studies Hint.  Scientific America. Retrieved from: https://www.scientificamerican.com/article/genes-may-influence-covid-19-risk-new-studies-hint/#:~:text=Combing%20through%20the%20genome%2C%20researchers,2%20coronavirus%20into%20our%20cells