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ANNP 8030 Clinical Management FNP Discussion
ANNP 8030 Clinical Management FNP Discussion
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
ANNP 8030 Clinical Management FNP Discussion
INSTRUCTIONS FOR REPLYING TO AN ARTICLE ON CANVAS
- You must reply to one article posted by a peer in your group.
- You must post by the due date stated on the course schedule.
- Your reply must be thoughtful, well presented, in complete sentences and applicable to the topic at hand (not just “I agree or disagree”). Reply should be approximately 100-250 words. Ideas include but are not limited to the following:
- An alternative opinion (please provide a reference for your opinion if needed). For example, if you discuss something you read in another article that differs from the article on which you are commenting, cite the article for reference.
- You can discuss applicable clinical interactions (positive or negative) regarding the topic that you may have seen in practice (remember HIPPA- no patient identifiers).
- You may discuss how this article may apply to clinical practice of APNs.
- You may discuss what you learned from the article that may inform your future practice.
- POST
- this is the post i will be responding to:How we fail black patients in painhttps://www.aamc.org/news-insights/how-we-fail-black-patients-pain (Links to an external site.)As I was searching for a relevant article to discuss I ran across an article that effected me emotionally and ethically as a provider. As my significant other is African American and my primary profession as a role as a certified registered nurse anesthetist I found it compelling to research and discuss this quite disturbing topic. As quoted by the author, “about half of white medical trainees believe such myths that black people have thicker skin or less sensitive nerve endings than white people. Black peoples nerve endings are less sensitive than white peoples , black people skin ids thicker and coagulates more than white peoples .“ As a result of some of these racial bias there has been studies documenting extreme racial disparities in how pain is assessed and treated amongst the African American population.The African American population is perceived as “ stronger” than white people accounting for racial bias in perceptions of another’s pain. Research by Todd, et. Al also demonstrated that in relation to white people with the same ailments, black people were given less pain medication. In addition, if they were given pain medication at all it was given in significantly lesser amounts. Furthermore, the study found that black patients were significantly less likely than white patients to receive analgesics for extremity fractures in the emergency room (57% vs. 74%), despite having similar self-reports of pain. This disparity in pain treatment was seen even among young children. A study of nearly one million children diagnosed with appendicitis revealed that, relative to white patients, black patients were less likely to receive any pain medication for moderate pain and were less likely to receive narcotics which were recommended. In addition, In a study by Staton et al. patients were asked to report how much pain they were experiencing, and physicians were asked to rate how much pain they thought the patients were experiencing. Physicians were more likely to underestimate the pain of black patients (47%) relative to nonblack patients (33.5%.The disparity in assessment and management of pain leaves the possibility of the obvious at overmedicating the white population and in turn undermedicating the black population where both present a serious dilemma and pose serious risk to all patients in healthcare. Possibilities for this could be that the provider assesses the black person and need for pain but doesn’t treat it for reasons related to non compliance, access to health care or there own personal bias. What is more interesting is that racial and ethnic differences in pain management are not premeditated or intentional. Health care providers as a group do not consciously make decisions as to who deserve pain relief and who should suffer. As history has shown inequalities among races are the result of many influential factors that are deep seeded and complexed in nature, that unconsciously the healthcare provider doesn’t even realize that they have. In addition, we as providers know, the assessment of pain is subjective. Additionally, when pain isn’t caused by an obvious medical condition or acute trauma, the health care provider relies on tacit knowledge and on their own judgment, which can be influenced by personal perceptions and biases. In addition , assessment of pain is different in each case. A persons presentation can be loud or very stoic making it more difficult to assess adequately.Social media, advertising and the news have even made it more difficult not to develop a personal bias for certain races or culture. Healthcare providers are not immune from these influences and must be able to acknowledge that these exist and set these bias aside. In my opinion, every human irregardless race, age, culture, attitude, religious belief or ethnicity deserves the same level of care as the next. It starts with one person at a time to make change. Health care institutions today have recognized these disparities and are making valiant efforts to change societies traditional beliefs. It is our job as APN to recognize that these disparities exist and put an end to this disgraceful level of care. ReplyReply to CommentCollapse SubdiscussionAnn TomlinsonAnn TomlinsonMondayJun 6 at 2:03pmManage Discussion EntryReference Sabine, J.A (2020). How we Fail Black Patients In Pain. AAMC-Association of American Medical Colleges. https://www.aamc.org/news-insights/how-we-fail-black-patients-pain (Links to an external site.) Reply
ANNP 8030 Clinical Management FNP Discussion
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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