21 Jun IDENTIFY STRATEGIES TO ENCOURAGE COMPLIANCE WITH DIET AND MEDICATION PRESCRIPTIONS.
During the past year, Mrs. Paul has been in the hospital three times. She has been a diabetic for the last 25 years and is very unstable. She is also hypertensive with periods of instability and has peripheral neuropathy, a kidney disorder, severe progressive vision loss, anemia, and difficulty with her bowels, which she claims she has always had. She has a bowel movement every 5 to 7 days, for which she takes herbal tea two times per week and lavman weekly. Upon hospital discharge, she has a home health nurse. She is on a 2-g sodium, 80- g protein, and 1800-calorie American Diabetic Association diet. She likes only Haitian foods and has refused Meals on Wheels. She is currently on Procardia XL, Nitro-Bid, Epogen, and DiaBeta. She tells the nurse that she takes tea and other herbal products for her diabetes and hypertension. She experiences periods of depression, especially around her deceased son’s birthday or the date of his death. She says he was her most supportive son and her soulmate. Mrs. Paul subscribes to the hot and cold theory of disease. Study Questions 1. Identify three socioeconomic factors that influence Mrs. Paul’s health status. 2. Identify strategies the health-care practitioner might use to instruct Mrs. Paul’s daughter about her diet. 3. Discuss strategies that might be used to explain these recurring hospitalizations to Mrs. Paul without blaming her for them. 4. Identify strategies the health-care practitioner might use to determine Mrs. Paul’s understanding of her illness. 5. Explain the role of elders within the Haitian family concept. Relate this to Mrs. Paul and her family. 6. What inferences can you make about Mrs. Paul’s temporal beliefs? 7. Identify strategies to encourage compliance with diet and medication prescriptions. 8. Relate the hot and cold theory of disease management to Mrs. Paul’s ways of managing her illness. 9. What are some of the prescriptive activities Mrs. Paul uses? 10. Give two examples of popular foods within the Haitian culture that might be contradictory to Mrs. Paul’s dietary regimen. 11. Identify three instructional strategies that might be used to improve communication with Mrs. Paul. 12. If Mrs. Paul were on her deathbed at home, what strategies might be used to assist the family in meeting their needs? 13. Identify common health problems of Haitian immigrants. 14. Identify three factors that affect Haitian assimilation and acculturation. 15. Identify two concepts that have shaped Haitian societal identity. 16. Discuss two significant periods in Haitian migration to the United States. 17. Identify the two cities in the United States with the largest groups of Haitian immigrants. HAITIAN CASE STUDY #2 Marie-Carmel Theodore is a 36-year-old Haitian woman who lives with her three children: two daughters, aged 10 and 13, and one son, aged 17. They live in a twobedroom, subsidized-housing project in an enclave in Lauderhill, Florida. Mrs. Theodore, born in Haiti, has been in the United States for 15 years. She is a legal resident and has a minimum-wage job. She also receives Medicaid and food stamps. Her 17-year-old son holds a part-time job after school. She has no support system in the United States. Her mother lives in Haiti. She does not speak of the children’s father. Mrs. Theodore completed sixth grade in Haiti, is functionally literate, and is able to sign her name. She primarily communicates in Creole, although she understands and speaks English. Her children are well versed in English and Creole. Mrs. Theodore states that she has been ill for the last year but could not afford to miss work, so as a result, she has not seen a doctor. She has been vomiting and experiencing abdominal cramps, diarrhea, generalized weakness, fatigability, and jaundice. Most recently, she has developed abdominal distention. She was treating herself at home with herbal tea, plain bread soup, and lavman for the abdominal distention, although she was having diarrhea. She thought that she had not fully evacuated, and therefore, the lavman would help. When the abdominal pains became unbearable, she had to be admitted to the hospital. She was diagnosed with metastatic hepatocellular carcinoma. She was discharged to hospice care at home with a prescription for MS Contin, which she could not afford to purchase. Upon arrival at the patient’s home, the hospice nurse found the patient to be extremely weak and emaciated, having lost 40 pounds in the last 2 months. Her children were caring for her. The 13-year-old had been giving her mother Ensure, tea, and soup. Mrs. Theodore was too weak to get out of bed. The 10-year-old stayed in the bathroom throughout the nurse’s visit. The 17-year-old was sleeping, having worked the night before. The apartment was extremely hot, over 90°F. With the patient’s permission, the air conditioner was turned on. Mrs. Theodore was in excruciating pain and had no medication in the home. The nurse went to the pharmacy and picked up the medication. Study Questions 1. Identify three socioeconomic factors that influenced Mrs. Theodore’s health status. 2. Identify strategies the health-care practitioner might use to instruct Mrs. Theodore’s daughter about her diet. 3. Discuss strategies that might be used to explain her terminal condition without placing blame. 4. Identify strategies the health-care practitioner might use to determine Mrs. Theodore’s understanding of her illness. 5. Explain the role of the family support system in the Haitian family concept. Relate this to Mrs. Theodore and her family. 6. What inferences can you make about Mrs. Theodore’s temporal beliefs? 7. Identify strategies you can suggest to support Mrs. Theodore and her children in pain management. 8. What are some of the prescriptive activities that Mrs. Theodore uses? 9. Give two examples of popular foods within the Haitian culture that might conflict with Mrs. Theodore’s dietary regimen. 10. Identify three instructional strategies that might be used to improve communication with Mrs. Theodore. 11. Mrs. Theodore is terminally ill with three underage children and no support system. What strategies might be used to assist the family in meeting their needs? 12. What Creole term would Mrs. Theodore use to indicate to you that she believes she is in the final phase of life? 13. Identify three factors that affect Haitian assimilation and acculturation. 14. Identify two concepts that have shaped Haitian societal identity. 15. Discuss two significant periods in Haitian migration to the United States. 16. Identify the two cities in the United States with the largest groups of Haitian immigrants. IRANIAN CASE STUDY #1 Mustafa E., aged 46, brought his wife, Mina, aged 39, and his three children to the United States in 1983. Their son Hamid was 12 years old; their daughter, Maryam, was 11 years old; and their son Ali was 7 years old. In addition to economic difficulties imposed by the Iran-Iraq war, they feared that Hamid would be drafted and sent to the front. Mustafa preferred not to leave Iran; he spoke no English and was afraid he would feel isolated in the United States. Mina, conversely, was somewhat eager to leave the social constraints that were becoming permanent; she had always hoped that their children, especially their daughter, would have the opportunity for more than her own ninth grade education and for a successful professional life. Mustafa graduated from high school and worked in Iran’s Ministry of Education. He held a bookkeeping job on the side, which allowed him to save money for the journey. Mina’s brother, who immigrated to the United States in the early 1970s, encouraged the family to go to Turkey, and he arranged for an attorney to obtain a visa for the family. They were granted a tourist visa and flew to Dallas. Mustafa quickly repaid his brotherin-law $5000 for legal fees. Mina’s brother and his wife, an American, welcomed the family into their house, but language and cultural differences made Mustafa and Mina uncomfortable. After 2 months, they rented an apartment nearby. With the help of her brother’s acquaintances, Mina enrolled the children in school and registered herself in an adult-learning center. Because they had a tourist visa, neither parent could get a work permit. With no knowledge of English or the local economy, Mustafa relied on the advice of everyone around him, such as an Iranian businessman who helped him look into purchasing a business. Within a few months, he had bought a gas station. Mina began sewing and doing alterations for their small circle of Iranian acquaintances. Whereas the children were adjusting well, Mina and Mustafa were beginning to feel the strains of social and cultural alienation. The news of war and family affairs in Iran was getting more intense. Mustafa still showed no desire to learn more English than he needed to do the bookkeeping for the gas station and deal with customers. Deep inside, he believed that he would return home as soon as the children started college. By 1990, Mustafa’s business had gone bankrupt and the family’s savings had dwindled. Their only sources of income were Mina’s earnings and Hamid’s part-time job while attending the local junior college. Relations at home were extremely tense, with emotions always on the edge. Mustafa had increased his smoking to three packs of cigarettes daily, and he had frequent bouts of bronchitis. Mina had lost nearly 20 pounds since their arrival in the United States, and her migraine headaches had increased, occurring almost daily, particularly since she lost her mother without having been able to visit her in Iran. Mustafa found a bookkeeping job in an accounting firm owned by an Iranian, but his excessive smoking and occasional shortness of breath and heartburn continued. Mina made several visits to the local hospital emergency room with complaints of fatigue and sleeplessness. Mustafa and Mina had treated some of their symptoms with herbal remedies, but their problems persisted to the point at which Mustafa was admitted to the hospital with chest pain to rule out myocardial infarction. The two older children were attending school and working, leaving the youngest son to act as cultural and language interpreter for their parents during this hospitalization. Study Questions 1. Identify three major emotional and physiological problems commonly seen among Iranian immigrants. 2. Identify significant socioeconomic factors that limit access to health care for Iranian immigrants. 3. Identify the family spokesperson and discuss salient issues in establishing effective communication with this family. 4. How should prevention be taught to this family? What would be appropriate goals? 5. Name three major risk factors that this family experienced. 6. What mechanisms for coping with stress were predominantly used in this household? 7. Identify the family’s social support system. 8. What hospital policies and constraints might negatively or positively affect this family’s dynamics? 9. Compare and contrast the three waves of Iranian immigration in terms of educational status, reasons for migration, and occupations in the United States. 10. Explore assertiveness tactics for female Iranians in the American workforce.
Our website has a team of professional writers who can help you write any of your homework. They will write your papers from scratch. We also have a team of editors just to make sure all papers are of HIGH QUALITY & PLAGIARISM FREE. To make an Order you only need to click Ask A Question and we will direct you to our Order Page at WriteDemy. Then fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.
Fill in all the assignment paper details that are required in the order form with the standard information being the page count, deadline, academic level and type of paper. It is advisable to have this information at hand so that you can quickly fill in the necessary information needed in the form for the essay writer to be immediately assigned to your writing project. Make payment for the custom essay order to enable us to assign a suitable writer to your order. Payments are made through Paypal on a secured billing page. Finally, sit back and relax.
About Writedemy
We are a professional paper writing website. If you have searched a question and bumped into our website just know you are in the right place to get help in your coursework. We offer HIGH QUALITY & PLAGIARISM FREE Papers.
How It Works
To make an Order you only need to click on “Order Now” and we will direct you to our Order Page. Fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.
Are there Discounts?
All new clients are eligible for 20% off in their first Order. Our payment method is safe and secure.