Pharmacology and Diverse Populations

Assessment Instructions

Imagine the county health department notifies your organization that a large number of immigrants are expected to be resettled in your area. The organization, wanting to be prepared to handle any health concerns of the population, tasks each department with readying for the influx of immigrants. Your supervisor asks you to prepare an impact report on the pharmacological needs of the population that can be shared with other departments.

Preparation

Complete the following as you prepare for your impact report:

1. Choose one of the global areas below as the area from which the population will be coming.
   • Sub-Saharan Africa.
   • India.
   • China.
   • Dominican Republic.
   • Guatemala.
   • Jamaica.
   • Bangladesh.
   • Saudi Arabia.
   • Pakistan.
   • Mexico.
2. Research the most common health concerns and issues for immigrants from your chosen global area, the pharmacological treatments that will likely be prescribed, and any cultural values or traditional practices that may impact patient outcomes.

Requirements

Once you have identified the population you will be using for this assessment, include the following in your impact report:

• Describe the health concerns and issues for the population.
• Describe current pharmacological treatment regimens for the main health concerns and issues.
• Explain any traditional beliefs and practices associated with the health concerns and issues. Does the population engage in culturally based methods of treating the health concern?
• Explain how cultural values and traditional practices might affect acceptance and use of prescribed pharmacological treatments. Be sure to consider the relationship between quality patient outcomes, patient safety, and the appropriate use of pharmacology.
• Identify evidence-based, culturally sensitive strategies the organization can use to educate the population about the correct use of the pharmacology treatments.
• Identify evidence-based, culturally sensitive strategies the nursing staff can employ with the population to promote health and wellness.

Write this assessment as an impact report formatted as other reports of a similar nature in your organization or an organization with which you are familiar. Include a title page and reference page and follow APA guidelines for your in-text citations and references.

Additional Requirements

• Number of pages: 3–5
• At least 3 current scholarly or professional resources.
• Times New Roman font, 12 point, double-spaced font.

Suggested Resources

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

• Haiyan, L., Li, Y., Tou, C. P. K., Patel, C. G., & Zhao, J. (2012). Pharmacokinetic study of Saxagliptin in healthy Chinese subjects. Clinical Drug Investigation, 32(7), 465–473.
• Wen-Wen, L., Wallhagen, M. I., & Froelicher, E. S. (2010). Factors predicting blood pressure control in older Chinese immigrants to the United States of America. Journal of Advanced Nursing, 66(10), 2202–2212.
• Lindkvist, P., Johansson, E., & Hylander, I. (2015). Fogging the issue of HIV – Barriers for HIV testing in a migrated population from Ethiopia and Eritrea. BMC Public Health, 15(1), 1–12.
• Long, J. M., Sowell, R., Bairan, A., Holtz, C., Curtis, A. B., & Fogarty, K. J. (2012). Exploration of commonalities and variations in health related beliefs across four Latino subgroups using focus group methodology: Implications in care for Latinos with Type 2 diabetes. Journal of Cultural Diversity, 19(4), 133–142.
• Juckett, G., Nguyen, C., & Shahbodaghi, S. D. (2014). Caring for Asian immigrants: Tips on culture that can enhance patient care. Journal of Family Practice, 63(1), E1–E9.
• Navarro-Illana, P., Diez-Domingo, J., Navarro-Illana, E., Tuells, J., Alemán, S., Puig-Barberá, J. (2014). Knowledge and attitudes of Spanish adolescent girls towards human papillomavirus infection: Where to intervene to improve vaccination coverage. BMC Public Health, 14(1), 667–683.
• Taylor, R. J., Nguyen, A. W., Sinkewicz, M., Joe, S., & Chatters, L. M. (2013). Comorbid mood and anxiety disorders, suicidal behavior, and substance abuse among black Caribbeans in the U.S.A. Journal of African American Studies, 17(4), 409–425.
• Sewali, B., Harcourt, N., Everson-Rose, S. A., Leduc, R. E., Osman, S., Allen, M. L., & Okuyemi, K. S. (2015). Prevalence of cardiovascular risk factors across six African immigrant groups in Minnesota. BMC Public Health, 15(1), 1–7.

SHOW LESS

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4016 – Pharmacology for Patient Safety Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.

• Minority Nurse Staff. (2013). Ethnopharmacology: What nurses need to know. Retrieved from http://minoritynurse.com/ethnopharmacology-what-nu…
• Jeffreys, M. (2008). Dynamics of diversity: Becoming better nurses through diversity awareness. Retrieved from http://www.nsna.org/Portals/0/Skins/NSNA/pdf/Impri…

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

• Burchum, J. & Rosenthal, L. (2016). Lehen’s pharmacology for nursing care (9th ed.) St. Louis, MO: Elsevier Saunders.
  • Chapters 67, 68, 69, 83, 84, 86, 87, and 91.