NURS-FPX4015 Assessment 4 Caring for Special Populations Teaching Presentation

NURS-FPX4015 Assessment 4 Caring for Special Populations Teaching Presentation – Step-by-Step Guide With Example Answer

The first step before starting to write the NURS-FPX4015 Assessment 4 Caring for Special Populations Teaching Presentation is to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the paper’s audience and purpose, as this will help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, review its use, including writing citations and referencing the resources used. You should also review the formatting requirements for the title page and headings in the paper, as outlined by Capella University.

How to Research and Prepare for NURS-FPX4015 Assessment 4 Caring for Special Populations Teaching Presentation

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify a list of keywords related to your topic using various combinations. The first step is to visit the Capella University library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from the Capella University Library, PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last 5 years and go through each to check for credibility. Ensure that you obtain the references in the required format, such as APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next, create a detailed outline of the paper to help you develop headings and subheadings for the content. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX4015 Assessment 4 Caring for Special Populations Teaching Presentation

The introduction of the paper is the most crucial part, as it helps provide the context of your work and determines whether the reader will be interested in reading through to the end. Begin with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX4015 Assessment 4 Caring for Special Populations Teaching Presentation

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence collected from the research, and ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance, as well as how it relates to the thesis statement. You should maintain a logical flow between paragraphs by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX4015 Assessment 4 Caring for Special Populations Teaching Presentation

In-text citations help readers give credit to the authors of the references they have used in their work. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

“The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Morelli et al. (2024), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Alawiye (2024) highlights that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.”

How to Write the Conclusion for NURS-FPX4015 Assessment 4 Caring for Special Populations Teaching Presentation

When writing the conclusion of the paper, start by restating your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper by restating them. Discuss the implications of your findings and your arguments. Conclude with a call to action that leaves a lasting impression on the reader or offers recommendations.

How to Format the Reference List for NURS-FPX4015 Assessment 4 Caring for Special Populations Teaching Presentation

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically, and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Morelli, S., Daniele, C., D’Avenio, G., Grigioni, M., & Giansanti, D. (2024). Optimizing telehealth: Leveraging Key Performance Indicators for enhanced telehealth and digital healthcare outcomes (Telemechron Study). Healthcare, 12(13), 1319. https://doi.org/10.3390/healthcare12131319

Alawiye, T. (2024). The impact of digital technology on healthcare delivery and patient outcomes. E-Health Telecommunication Systems and Networks, 13, 13-22. 10.4236/etsn.2024.132002.

NURS-FPX4015 Assessment 4 Caring for Special Populations Teaching Presentation Instructions

Create a 6–12 slide PowerPoint on a special population and their care needs. You will also make a 5–10 minute recording of you presenting your PowerPoint. Have a look at NURS-FPX4015 Assessment 5 Comprehensive Head-to-Toe Assessment.

Introduction

In the ever-evolving landscape of healthcare, understanding the unique needs and experiences of special population groups is paramount. Nurses must understand the values, needs, and challenges that special populations face in obtaining equitable and quality care. As nurses, you will explore strategies for providing equitable and inclusive care for diverse populations. By delving into these topics, you will gain a deeper understanding of your crucial role in bridging cultural gaps and working towards positive health outcomes for all.

Instructions

The purpose of this assessment is to enhance your understanding of the unique healthcare needs of special population groups and to develop your skills in providing culturally competent nursing care. You will research and present on a specific special population group, exploring their cultural values, healthcare disparities, and strategies for providing culturally sensitive care.

Choose one of the following special population groups for your presentation:

• LGBTQ+.
• Homeless or housing insecure individuals.
• Incarcerated individuals.
• Disabled veterans.
• Racial and/or cultural minorities.

To complete your presentation, do the following:

• Include the following elements in your PowerPoint presentation:
  • Introduction to the special population group.
  • Cultural values and beliefs relevant to healthcare.
  • Healthcare disparities faced by the special population group.
  • Strategies for providing culturally competent nursing care.
  • Case studies or personal narratives that illustrate the application of culturally competent care.
  • Resources for further learning.
  • Provide an APA formatted reference slide(s) at the end of your PowerPoint.
• Create the script of what you will be saying in the speaker’s notes of your PowerPoint.
• Use Kaltura to record your voice giving the presentation.
  • Consult Using Kaltura if you need additional information on how to record your presentation.
• Your presentation should be approximately 5 to 10 minutes in length.

Your presentation will be graded using the following criteria:

• Accuracy and depth of content: Explain the characteristics of a chosen special population group and their healthcare needs.
  • Make sure you cover relevant cultural values, beliefs, special considerations, and healthcare disparities.
    • Support your explanation with evidence from professional or other expert sources.
• Application of culturally competent care strategies: Present concrete examples and practical strategies for providing culturally sensitive nursing care to you chosen special population.
  • Support this part of your presentation with evidence or personal experiences.
  • Make sure you are making explicit connections between the strategies and the cultural values or health disparities they are trying to address.
• Culturally sensitive approach: Present information in a respectful and unbiased manner, recognizing the diversity within the special population group.
  • Make sure that you focus on unbiased and respectful language.
  • Ask yourself, how am I demonstrating that there is diversity within the special population group?
  • Ask yourself, how am I demonstrating the value for equitable and inclusive care for this group?
• Effective communication and speaker’s notes: Presents information clearly and concisely, using appropriate visual aids and language. Speaker notes are clear and written in complete sentences.
  • Remember, your speaker’s notes should reflect what you are saying when you record your presentation.
• Overall organization, adherence to presentation requirements, and APA style: Presentation is well-organized, adheres to the specified length, and follows APA style for in-text citations and reference list.
  • Remember, your presentation, once recorded should be at least 5 minutes, but no more than 10 minutes.
  • Make sure you remember to use APA style in-text citations where relevant and include an APA style reference slide at the end of your PowerPoint.

Submission Requirements

• Length of Recorded Presentation: Your presentation must be at least 5 minutes, but not longer than 10 minutes.
• Number of Slides: 6 to 12 slides are the approximate number of slides that should help you cover the material in sufficient depth for your presentation, while also remaining within the time limit range.
• APA Style and Formatting: In-text citations and reference list should be in current APA style. Use any APA approved font for your PowerPoint Slides.
• Number of references: A minimum of 5 scholarly or professional best-practice sources from the last five years.

Competencies Measured

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

• Competency 3: Educate individuals on prevention and management of health conditions, across the life span and including special populations, based on pathophysiology, pharmacology, and physical assessment knowledge.
  • Explain the characteristics of a chosen special population group and their healthcare needs.
  • Present concrete examples and practical strategies for providing culturally sensitive nursing care. to a chosen special population.
  • Present information in a respectful and unbiased manner, recognizing the diversity within the special population group.
• Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
  • Present information clearly and concisely, using appropriate visual aids and language. Speaker notes are provided.
  • Presentation is well-organized, adheres to the specified length, and follows APA style for in-text citations and reference list.

NURS-FPX4015 Assessment 4 Caring for Special Populations Teaching Presentation Example (Notes)

Presentation Overview

Hello and Good morning. My name is _. Welcome to this presentation, which focuses on a special population. The presentation will discuss the special population’s characteristics, the special population’s cultural values and beliefs relevant to healthcare, and the healthcare disparities the special population faces. In addition, it will discuss he various evidence-based strategies that can be used to provide culturally competent nursing care to the population and explore a case study illustrating the application of culturally competent care.

Characteristics of the Special Population – Disabled Veterans

Disabled veterans refer to individuals with mental health issues, medical conditions, and/or injuries that were incurred or aggravated during active duty in military services. The population has a higher rate of post-traumatic stress disorder and other mental health issues than the general population, given their exposure to violence in military service.

A majority of these individuals with disabilities suffer from substance use disorder as a coping mechanism to deal with pain and psychological trauma, showcasing their need for specialized treatment program access. According to Rasmussen and Farmer (2023), social and economic challenges and lifestyles expose them to chronic diseases such as hypertension and heart disease. The financial limitations post-service also make them highly dependent on the Veteran Affairs for their healthcare needs.

Disabled Veteran’s Healthcare Needs

Rasmussen and Farmer (2023) note that disabled veterans have various healthcare needs, which include mental health services for problems such as depression, anxiety, and post-traumatic stress disorder. Access to mental health professionals and mental health therapies is thus crucial for this patient. The veterans also have physical rehabilitation needs for physical therapy, rehabilitation, and access to assistive devices to improve their lives. Hoggatt et al. (2021) note that a majority of the veterans also suffer from substance abuse disorder and access to substance use treatment services is necessary.

Disabled veterans also need access to acute and chronic disease management and routine health maintenance services like the rest of the population. Social support services are also necessary to address the social determinants of health, such as transportation and housing, to improve the patients’ overall health outcomes. Resources such as support groups for substance use disorders and the specific chronic illnesses can help improve their psychological and social health and overall functioning.

Cultural Values and Beliefs Relevant to Healthcare

Disabled veterans’ unique cultural values and beliefs impact their healthcare experiences. They have inherent respect for military service and a deep sense of pride in it, which can influence their expectations in healthcare, including honor for their services and sacrifices. Wool (2021) notes that veterans have also been exposed to the military culture, which has distinct values and norms, with principles such as honor, duty, and loyalty that guide their identities, expectations, and experiences.

Cultural Values and Beliefs Relevant to Healthcare

They also value resilience and self-reliance, which are essential for military service but can impact their reluctance to seek care and admit health issues, a major barrier to their care access. According to Shepherd-Banigan et al. (2021), veterans often value the sense of community and camaraderie stemming from their experiences in services, and care providers should acknowledge this and support veterans to help them feel more comfortable and understood. Building trust and communicating effectively with the veterans is crucial as trauma experiences can create a general mistrust of the healthcare system.

Strategies for providing culturally competent nursing care.

Providing culturally competent nursing care to this special population requires a deep understanding of their unique needs and experiences. Strategies to ensure culturally competent care include cultural competency training for nurses, focusing on the cultural values, beliefs, military culture, service-related injuries, and healthcare needs of disabled veterans. In addition, nurses can provide culturally competent care by engaging in continuous learning and improvement, seeking feedback from their patients about their care experiences, and utilizing it to improve care.

Staying updated with the latest research is also an important strategy for providing culturally competent care. For example, understanding the role of veteran affairs substance use treatment programs can help the nurse refer veterans appropriately, improving their health outcomes. Chargualaf et al. (2022) note that culturally sensitive communication that uses clear and respectful language and avoids assumptions of their experiences and needs is crucial for delivering culturally competent care to veterans. Each veteran should be treated as a unique individual with unique experiences.

Strategies for providing culturally competent nursing care.

Turkson-Ocran et al. (2023) note that regular self-reflection and self-evaluation are vital strategies to identify and address underlying biases and improve cultural competencies. For example, a traumatic experience with a special population, such as the army involving self, friends, or family members, can affect attitude and care for the veterans. Self-reflection and self-evaluation are crucial to identifying and addressing these shortfalls.

Practicing cultural humility is a crucial foundation for developing cultural competence, as individuals choose to learn and appreciate other cultures actively. Advocating for a culturally diverse nursing workforce recognizes the need for and appreciates diverse skills that can help offer clients culturally competent and sensitive care. Lastly, working with diverse community groups can help enhance culturally competent care. Forming extensive relationships and referral links with diverse community groups can help veterans and other special populations feel supported and connected.

Case Studies or Personal Narratives

During my practice in the outpatient department, a patient, John, a 35-year-old veteran with 10 years of military service and a history of left foot above-knee amputation and PTD. The patient came with complaints of a fall that he had sustained two weeks ago and sought care after seeing the wound had become infected and was oozing pus. Initially, the patient was reluctant to seek medical attention until the wound became infected. He was also late to attending his PTSD clinic for two weeks and seemed uncomfortable in the clinical setting. The patient required a comprehensive assessment of his needs to help provide quality care and address his health concerns. Patient education and support were vital to ensure he accessed all necessary health services.

Case Study of Culturally Competent Care

Culturally competent care included recognition of the unique needs of the veterans and the various issues affecting his health. Active listening to the patient, clear communication, and building trust were vital for communicating with this patient effectively. Comprehensive health history helped gain insights into his underlying conditions and the care he has received, including social determinants of health affecting his health. After the health history, wound cleaning and antibiotics for the wound were appropriate, including an alternate day return date to the clinic for routine cleaning and dressing, which was necessary.

Another intervention was addressing the patient’s physical needs, ascertaining that he had adequate walking aids, and referring him to the physiotherapy department for better rehabilitation. Patient education on the need for PTSD clinic follow-up in VA clinic (he normally attended the clinic). Referral to veteran support groups for social support and social interactions was also necessary for this patient, considering his PTSD and reluctance in care access. These care interventions were patient-centered and exhibited culturally competent care.

Conclusion

This presentation discussed the unique needs of disabled veterans, their characteristics, and their health needs. The presentation discussed the various health disparities. It also discussed their unique cultural values and beliefs, how they influence care, and how care providers can recognize and address them, providing culturally sensitive care to the population. The case study discussed also explored the various ways care professionals can provide culturally sensitive care while providing comprehensive care for their health needs. Thank you for your participation. Questions are now welcome!

References

●Wool, Z. H. (2021). Disability, straight time, and the American dream: Disabled US veterans and the desire for heteronormative futures. American Ethnologist, 48(3), 288-300. https://doi.org/10.1111/amet.13027

●Shepherd-Banigan, M., Pogoda, T. K., McKenna, K., Sperber, N., & Van Houtven, C. H. (2021). Experiences of VA vocational and education training and assistance services: Facilitators and barriers reported by veterans with disabilities. Psychiatric Rehabilitation Journal, 44(2), 148. https://doi.org/10.1037/prj0000437

●Hoggatt, K. J., Harris, A. H., Washington, D. L., & Williams, E. C. (2021). Prevalence of substance use and substance-related disorders among US Veterans Health Administration patients. Drug and Alcohol Dependence, 225, 108791.  https://doi.org/10.1016/j.drugalcdep.2021.108791

●Rasmussen, P., & Farmer, C. M. (2023). The promise and challenges of VA community care: Veterans’ issues in focus. Rand Health Quarterly, 10(3), 9. https://pmc.ncbi.nlm.nih.gov/articles/PMC10273892/

●Fink, D. S., Stohl, M., Mannes, Z. L., Shmulewitz, D., Wall, M., Gutkind, S., Olfson, M., Gradus, J., Keyhani, S., Maynard, C., Keyes, K. M., Sherman, S., Martins, S., Saxton, A. J., & Hasin, D. S. (2022). Comparing mental and physical health of US veterans by VA healthcare use: Implications for generalizability of research in the VA electronic health records. BMC Health Services Research, 22(1), 1500. https://doi.org/10.1186/s12913-022-08899-y.

●Chargualaf, K. A., Patterson, B., & Elliott, B. (2022). Veteran competencies in nursing textbooks: Implications for educators. Nursing Education Perspectives, 43(1), E2-E7. https://doi.org/10.1097/01.NEP.0000000000000923

●Huijuan, M., Huang, J., Deng, Y.,  Zhang, Y., Lu, F., Yang, Y. & Luo, Y. (2021). Deployment experiences of military nurses: A systematic review and qualitative meta‐synthesis. Journal of Nursing Management 29(5), 869-877. https://doi.org/10.1111/jonm.13201