Liberty NURS 445 Population Health Entire Class
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This seminar course provides an overview of genetics, genomics, geriatrics, end-of-life care, and cultural sensitivity from a Christian worldview. Through the use of evidence-based practice guidelines, the student will utilize knowledge and skills attained throughout his or her nursing education and apply it to a variety of educational activities. For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Please visit Liberty University for details on this course’s prerequisites.
- It is imperative that Liberty University graduating nurses have an understanding of the impact of genetics, genomics, geriatrics, end-of-life care, and cultural sensitivity. Currently, older adults account for the largest number of users of the healthcare system in America.
- With this aging population comes the nurse’s responsibility for administering and supervising holistic care, including the end-of-life process.
- As technology advances, patients expect the registered nurse to provide genetic and genomic education.
- Due to cultural disparities, nurses need to provide culturally competent care to patients and their families throughout the healthcare setting.
- Therefore, it is vital that Liberty University graduates are adequately prepared to look at the areas of genetics, genomics, end-of-life care, and cultural sensitivity with a Christian worldview.
Observable Learning Conclusions:
Upon successful completion of this course, the student will be able to:
- Evaluate interventions for genetics, genomics, end-of-life care, cultural diversity, and geriatric subject matters.
- Identify ways to effectively communicate and involve the client, family, and health care team workers to improve the quality of genetics, geriatrics, and end-of-life care in diverse cultural populations.
- Formulate ways to provide competent, patient-directed care to patients and their families as an active, desirable, and important skill and an integral component of nursing care as a ministry of showing Christ’s love to all people.
- Appraise individualized culturally-sensitive care regarding health, prevention, screening, diagnostics, prognostics, selection, and monitoring of treatment effectiveness throughout the areas of end-of-life care, gerontology, and genetics.
- Analyze the rights of all clients for autonomous and informed end-of-life, culturally diverse, gerontological, and genetic- and genomic-related care.
- Recognize the patient’s active participation in all aspects of health care, including end-of-life care, cultural diversity, gerontology, and genetic- and genomic-related issues.
Course Assignment Outline:
Textbook readings, lecture presentations, and journal articles
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Total No. of Discussions Sessions (6)
Discussions are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided promptly for each discussion. Each thread must be at least 400 words and demonstrate course-related knowledge. At least 1 scholarly source must be cited in the thread using the current APA format. The student is also required to reply to at least 2 classmates’ threads. Each reply must be at least 200 words.
Pedigree Project Assignments (2)
The student will compile his or her pedigree (family tree) for 3 generations, including relationship, gender, and age, with a key for the project. The student will also be tracking disease processes. If this family information is not available, the student may compile the pedigree of another individual. After developing a 3-generation pedigree and a 3-page analysis, the student will write 2 pages discussing areas of strength and growth in his or her professional knowledge and understanding of genetics and genomics.
Cultural Assessment Group Project (CAGP) Assignments (3)
The student will be placed in a group to collaboratively organize a PowerPoint presentation discussing cultural beliefs. Specifics on health beliefs, traditions and influences, culturally bound syndromes, family influences, end-of-life practices, health beliefs, and the role of the community health nurse. At least 10 references in the current APA format must be used for the presentation. Please note that the group must choose the culture it will be presented in an earlier module.
Senior Mentor Project Assignment
- The student will interview a senior adult and use the information from this interview to compose an 11-page paper (not including the required title page, reference page, and forms) using the current APA format.
- The student must cite at least 5 sources and expound on the productivity and lifestyle of senior adults.
End-of-Life Reflective Paper Assignment
- The student will write a 2 – 3-page paper discussing his/her beliefs on death and the ways in which those beliefs will affect patient care.
- The paper must be written using the current APA format.
- The student will need at least 1 reference to support spiritual beliefs.
- There will be 1 quiz covering the Learn material from the Genetics Home Reference Handbook.
- It will be an open-book/open-note test with 25 multiple-choice and true/false questions and a 1-hour time limit.
Quiz: Self-Check Assessments (3)
There will be 3 quizzes: Self-Check Assessments throughout the course to monitor your progress and identify any issues you may be experiencing. Please take it upon yourself to complete these assessments to gauge your progress.