Expert Answer:Professional Development

  

Solved by verified expert:Prepare a PowerPoint presentation of 8–10 slides that explains why an understanding of complimentary alternative medicine (CAM) and spirituality is important for members of health care teams; examines the ethical, legal, and financial principles related to CAM and spirituality; and describes how these forms of health care can impact plans of action.
Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.
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As a leader in the field of nursing, it is important for you to identify areas within your organization that may need to improve cultural competence, and to develop educational materials to assist in doing so.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations.

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Identify topics for an organizational education plan on CAM and spirituality.
Explain the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.

Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations.

Provide a list of resources to include in an organizational education plan on CAM and spirituality.

Competency 4: Examine the ethical, legal, and economic factors related to health disparities in diverse and vulnerable populations.

Examine ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.

Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions.

Write content clearly and logically, with correct use of grammar, punctuation, APA formatting, and mechanics.

Competency MapCheck Your ProgressUse this online tool to track your performance and progress through your course.

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Context

Complementary and alternative medicine (CAM) is widely used in the United States. According to the 2007 National Health Interview Survey (NHIS), 38.8 percent of U.S. adults and 12 percent of U.S. children use CAM therapies. The survey also reported on CAM use among members of ethnic groups, as a percentage of the group’s overall population:

American Indian and Alaska Natives, 50.3 percent.
Native Hawaiian and other Pacific Islanders, 4.32 percent.
Non-Hispanic whites, 43.1 percent.
Asians, 39.9 percent.
Blacks or African Americans, 25.5 percent.
Hispanics, 23.7 percent (Pérez & Luquis, 2014, p. 113).

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Spirituality is part of the human experience, and its implications should be addressed in the health care system with a focus on communities with health disparities. In working with communities, the implications of culture and diversity are, in some cases, a central focus. The integration of the community-based participatory model is one way of creating connections for health and wellness promotion and programming for racial and ethnic communities (Pérez & Luquis, 2014).
Reference
Pérez, M. A., & Luquis, R. R. (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass.

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Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

What types of complimentary alternative medicine (CAM), traditional medicine, holistic healing, or spirituality have you observed in your nursing practice?
How do these practices affect the health and wellness of the individuals who practice them? How do the practices affect your ability to provide health care to individuals who practice them?

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Resources

Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:

Ka’opua, L. I., Park, S. H., Ward, M. E., & Braun, K. L. (2011). Testing the feasibility of a culturally tailored breast cancer screening intervention with native Hawaiian women in rural churches. Health & Social Work, 36(1), 55–65.
Hodge, D. R. (2013). Implicit spiritual assessment: An alternative approach for assessing client spirituality. Social Work, 58(3), 223–230.
Schim, S. M., & Doorenbos, A. Z. (2010). A three-dimensional model of cultural congruence: Framework for intervention. Journal of Social Work in End-of-Life & Palliative Care, 6(3/4), 256–270.
Misra, R., Balagopal, P., Klatt, M., & Geraghty, M. (2010). Complementary and alternative medicine use among Asian Indians in the United States: A national study. Journal of Alternative and Complementary Medicine, 16(8), 843–852.
O’Regan, P., Wills, T., & O’Leary, A. (2010). Complementary therapies: A challenge for nursing practice. Nursing Standard, 24(21), 35–39.
Bishop, F. L., Yardley, L., & Lewith, G. T. (2010). Why consumers maintain complementary and alternative medicine use: A qualitative study. Journal of Alternative and Complementary Medicine, 16(2), 175–182.
Possamai-Inesedy, A., & Cochrane, S. (2013). The consequences of integrating complementary and alternative medicine: An analysis of impacts on practice. Health Sociology Review, 22(11), 65–74.
Stares, R. (2014). Complementary and alternative medicines: Educating service providers to ensure best fit for older adults. Indian Journal of Gerontology, 28(4), 519–527.
McHale, J. V. (2013). Ethical, cultural, and spiritual dimensions of healthcare practice. Nursing Ethics, 20(4), 365.

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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-FP4010 – Health Promotion and Disease Prevention in Vulnerable and Diverse Populations Library Guide to help direct your research.
Bookstore Resources
The resource listed below is relevant to the topics and assessments in this course and is not required. Unless noted otherwise, this resource is available from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

Pérez, M. A., & Luquis, R. R. (Eds.). (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass.

Chapters 4 and 5.

Assessment Instructions

Preparation
Your organization has seen an increase in the number of individuals using complimentary alternative medicine (CAM), traditional medicine, holistic health, and spirituality. In addition to your work on the interdisciplinary team, you have been asked by your organization to prepare and deliver an educational session on CAM, traditional medicine, holistic health, and spirituality that can be used by all health care teams. How will you complete this task?
You should focus on these concepts as they pertain to your population (from the Windshield Survey assessment), but also in a broader sense. Use the Capella library and the Internet to look for recent research articles or information on these topics to use as supporting resources in your assessment.
Requirements
For this assessment, prepare a PowerPoint presentation in which you:

Identify the topics you will cover in your educational plan.
Provide a list of resources your audience can use to further their understanding of complimentary alternative medicine (CAM).
Explain why it is important for nurses and members of other health care teams to develop an understanding of CAM, traditional medicine, holistic health, and spirituality.
Examine any ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.
Describe how these forms of health care can affect a plan of action for individuals and populations.

Your presentation should include a slide with the title of your educational session, a slide with the topics that will be covered (your agenda), and a reference slide at the end. Use the notes section of each slide to provide additional information on each topic, along with supporting references. References and in-text citations must adhere to APA guidelines.
Additional Requirements

Include a title slide and reference slide. The completed assessment should be 8–10 slides in length, not including the title slide and reference slide.
Reference at least three current scholarly or professional resources.
Use current APA format for references.
Be creative!
cf_exemplar_bsn_fp4010_assessment_4.pptx

Unformatted Attachment Preview

PROFESSIONAL
DEVELOPMENT
LEARNER’S NAME
CAPELLA UNIVERSITY
HEALTH PROMOTION AND DISEASE
PREVENTION IN VULNERABLE AND DIVERSE POPULATIONS
MAY, 2017
Copyright © 2017 Capella University. Copy and distribution of this document is prohibited.
CAM and Spirituality for Health Care Workers

Organizational education plan on Complementary and
Alternative Medicines (CAM) and spirituality.


An Overview of CAM and Spiritual Care
What is spiritual care?

Spiritual care is defined as meeting patients’ spiritual needs by identifying and
recognizing the importance of spirituality to the patients (Baldachinno, 2015).
Copyright © 2017 Capella University. Copy and distribution of this document is prohibited.
Ethical and Legal Principles of CAM

The ethical principles of various alternative treatments in
health care.




Patient autonomy
Consent
Beneficence, non-maleficence, autonomy, and paternalism
The legal principles of various alternative treatments in
health care.



Direct government-administered regulation.
Government-sanctioned self-regulation.
Independent self-regulation.(Complementary and Alternative Medicine for
Doctors [CAMDOC] Alliance, n.d.).
Copyright © 2017 Capella University. Copy and distribution of this document is prohibited.
Economic Principles of CAM

Economic evaluation of CAM are the same as those used for
conventional medicine.
o
Perspective of the Patients
o
Availability of Data on the Effectiveness of Therapies
o
Evaluating CAM Costs (Herman, 2013)
Copyright © 2017 Capella University. Copy and distribution of this document is prohibited.
Global Impact of Ethical, Legal, and Economic Principles of CAM

Demand for CAM with traditional medicine implies a global acceptance of both
traditional and alternative medicines.

Globally, CAM has increased in acceptance by the health consumers and broader
health services.

CAM modalities are following differing ways toward or away from
professionalization and integration in different countries.

More research needs to be done for CAM.
Copyright © 2017 Capella University. Copy and distribution of this document is prohibited.
Analyses of how Traditional Medicine, CAM, Spiritual, and Holistic
Care Affects the Action Plan for Individuals

Pros of TM and CAM for individuals

Cons of TM and CAM for individuals

Pros of Spiritual and Holistic Care for Individuals

Cons of Spiritual and Holistic Care for Individuals
Copyright © 2017 Capella University. Copy and distribution of this document is prohibited.
How Traditional Medicine, CAM, Spiritual and Holistic Care Affects the
Action Plan for Hispanics
• Around
11.8% Hispanics use biologically-based therapies, 10.6%
Hispanics use mind-body therapies, and 6.7% Hispanics use
manipulative and body-based practices (Pérez & Luquis, 2013).

The CAM educational plan should focus on the three primary modules that are
best tailored for Hispanics:

Natural Products

Mind and body medicine

Manipulative and body-based practices
Copyright © 2017 Capella University. Copy and distribution of this
document is prohibited.
Analyses of how Traditional Medicine, CAM, Spiritual, and Holistic Care Affects
the Action Plan for Hispanics

Pros of TM/CAM for Hispanics

Cons of TM and CAM for Hispanics

Pros of Spiritual & Holistic Care for Hispanics

Cons of Spiritual and Holistic Care for Hispanics
Copyright © 2017 Capella University. Copy and distribution of this
document is prohibited.
Resources for Educational Plan on CAM and Spiritual Care

Some educational resources and programs that may provide better understanding of
CAM.

A general internal medicine residency program at the Rhode Island Hospital and Brown
University School of Medicine (Brown Alpert Medical School, n.d.).

Courses about herbal medicine and nutritional supplements at the College of Pharmacy.
(College of Pharmacy, 2014).

The National Center for Complementary and Alternative Medicine (NCCAM) that provides
resources for and supports scientific research initiatives in CAM (Perez & Luquis, 2013).

Another excellent resource is a book titled ‘Evidence-Based Practice in Complementary and
Alternative Medicine’ (Rastogi, Chiappelli, Ramchandani, & Singh, 2012).

Educational resources for spiritual care are provided by the HealthCare Chaplaincy Network,
which has developed two programs: the Professional Continuing Education (PCE) and Clinical
Pastoral Education (CPE). (HealthCare Chaplaincy Network [HCCN], 2017).
Copyright © 2017 Capella University. Copy and distribution of this document is prohibited.
Conclusion
Along with the growing incorporation of CAM and conventional
medicine in health care organizations and private practices, the quantity of
health care education programs that teach CAM is also growing. Both
traditional medicine practitioners and CAM practitioners have educational
challenges ahead. However, meeting those challenges will contribute to
the knowledge base and the capability to offer inclusive care.
Copyright © 2017 Capella University. Copy and distribution of this document is prohibited.
References

Azarsa, T., Davoodi, A., Khorami Markani, A., Gahramanian, A., & Vargaeei, A. (2015). Spiritual wellbeing, attitude toward
spiritual care and its relationship with spiritual care competence among critical care nurses. Journal of Caring
Sciences, 4(4), 309-320. https://doi.org/10.15171/jcs.2015.031

Baldacchino, D. (2015). Spiritual care education of health care professionals. Religions, 6, 594-613.
https://doi.org/10.3390/rel6020594

Billings, S. (2014, October 7). Alternative medicine: Scope, examples, and advantages and disadvantages [Web log post].
Retrieved from http://naturalnewsblogs.com/alternative-medicine-scope-examples-advantages-disadvantages/

Broeckaert, B. (2011). Spirituality and palliative care. Indian Journal of Palliative Care, 17(4), 39.
https://doi.org/10.4103/0973-1075.76241

Brown Alpert Medical School. (n.d.). Internal medicine residency program memorial hospital of Rhode Island. Retrieved from
https://brown.edu/academics/medical/about/departments/medicine/residencies/internal-medicine-mhri/
Copyright © 2017 Capella University. Copy and distribution of this document is prohibited.

College of Pharmacy. (2014). Herbal medicines. Retrieved from
http://file.cop.ufl.edu/studaff/syllabi/PHA%205352%20Syllabus.pdf

Complementary and Alternative Medicine Alliance. (n.d.). The regulatory status of complementary and alternative
medicine for medical doctors in Europe. Retrieved from
http://camdoc.eu/Pdf/CAMDOCRegulatoryStatus8_10.pdf

Consumer Reports. (2012). Latino use of alternative medicine and botanicas. Retrieved from
http://consumerreports.org/cro/2012/02/is-it-safe-to-buy-herbs-from-botanicas/index.htm

Essential Medicines and Health Products Information Portal. (n.d.). Guidelines on developing consumer
information on proper use of traditional, complementary and alternative medicine. Retrieved from
http://apps.who.int/medicinedocs/en/d/Js5525e/5.1.html

HealthCare Chaplaincy Network. (2017). Education. Retrieved from
https://healthcarechaplaincy.org/education.html
Copyright © 2017 Capella University. Copy and distribution of this document is prohibited.

Herman, P. M. (2013). Evaluating the economics of complementary and integrative medicine. Global Advances in Health
and Academics, 2(2), 56-63. https://doi.org/10.7453/gahmj.2013.002

Koenig, H. G. (2012). Religion, Spirituality, and Health: The Research and Clinical Implications. ISRN Psychiatry, 2012, 133. https://doi.org/10.5402/2012/278730

Paal, P., Helo, Y., & Frick, E. (2015). Spiritual Care Training Provided to Healthcare Professionals: A Systematic Review.
Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and
reflective publications, 69(1), 19-30. https://doi.org/10.1177/1542305015572955

Perry, M. (n.d.). The benefits of holistic treatments. HealthGuidance for Better Health. Retrieved from
http://healthguidance.org/entry/11858/1/The-Benefits-of-Holistic-Treatments.html

Pérez, M. A., & Luquis, R. R. (2013). Cultural Competence in Health Education and Health Promotion. New York, NY:
John Wiley & Sons.
Copyright © 2017 Capella University. Copy and distribution of this document is prohibited.

Possamai-Inesedy, A., & Cochrane, S. (2013). The consequences of integrating complementary and alternative
medicine: An analysis of impacts on practice. Health Sociology Review, 2048-2064.
https://doi.org/10.5172/hesr.2013.2048

Rastogi, S., Chiappelli, F., Ramchandani, M. H., & Singh, R. H. (2012). Evidence-based practice in complementary
and alternative medicine: Perspectives, protocols, problems and potential in ayurveda. Berlin: Springer.

Symptonfind. (2016, May 7). Pros and cons of holistic medicine. Retrieved from
https://symptomfind.com/procedures-tests/pros-and-cons-of-holistic-medicine/

University of Minnesota. (n.d.). Why is spirituality important? | Taking charge of your health and wellbeing.
Retrieved from https://takingcharge.csh.umn.edu/enhance-your-wellbeing/purpose/spirituality/whyspirituality-important

Wilkinson, A. (2014). Complementary Medicine: ethics. Nuffield Council on Bioethics. Retrieved from
http://nuffieldbioethics.org/wp-content/uploads/Complementary_medicine_FINAL_FL_paper-1.pdf
Copyright © 2017 Capella University. Copy and distribution of this document is prohibited.

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