Community Exam 4 Notes - Vulnerable Populations PDF

Community Exam 4 Notes 40 Questions, with matching sets **Unit 6 -- Vulnerable Populations (ATI Ch 7)** +-----------------+-----------------+-----------------+-----------------+ | | Who are they? | Why vulnerable? | What can we do? | +=================+=================+========...

Community Exam 4 Notes 40 Questions, with matching sets **Unit 6 -- Vulnerable Populations (ATI Ch 7)** +-----------------+-----------------+-----------------+-----------------+ | | Who are they? | Why vulnerable? | What can we do? | +=================+=================+=================+=================+ | Veterans | Have served in | Depression, | Veterans | | | the U.S. army | PTSD, anxiety, | Affairs (VA) | | | and are | suicide, | health system | | | honorably | infectious | access, | | | discharged | diseases, | referrals to | | | | exposures, | resources, | | | | brain issues, | ensure | | | | hearing and | continuity of | | | | visual | care, help | | | | complications. | clients, use a | | | | Increased risk | team-based | | | | for substance | approach to | | | | abuse, physical | have positive | | | | diseases, | outcomes for | | | | somatic | client | | | | complaints | | +-----------------+-----------------+-----------------+-----------------+ | Homeless | Individual | Higher rates of | Providing food, | | | without | chronic health | giving to food | | | housing, may | conditions. | banks, have | | | have lost | Higher rates of | clinics help | | | shelter | mortality rate, | give vaccines | | | temporarily, | HIV, | and screenings, | | | are fleeing | alcohol/drug | educate them on | | | abusive | use, mental | places to go | | | relationships, | illness, | for | | | or are facing | tuberculosis, | transportation, | | | any other | chronic | food, and | | | number of | illness, | shelter, | | | issues | difficult to | advocate for | | | | access | clients. The | | | | healthcare, | nursing | | | | vulnerable to | approach when | | | | violence, | working with | | | | abuse, crime | these | | | | and | populations | | | | exploitation, | should focus on | | | | runaways | holistic, | | | | | client-centered | | | | | care to address | | | | | the tie between | | | | | physical and | | | | | mental health | | | | | problems. | +-----------------+-----------------+-----------------+-----------------+ | Poverty | Those who live | Less access to | Be aware of own | | | in environments | nutritious | belief so we | | | that are | foods, more | don't show | | | hazardous and | stressors, lack | stigma, food | | | rowed, work | of resources, | banks, | | | higher-risk | less access to | emergency | | | jobs, and are | healthcare, | shelters, | | | low-income | limited | Special | | | families, The | economic | Supplemental | | | state of being | resources, high | Nutrition | | | extremely poor | rates of | Program for | | | | uninsured | Women, Infants, | | | | individuals, | and Children | | | | culture | (WIC), Medicaid | | | | difference, low | | | | | education and | | | | | literacy levels | | +-----------------+-----------------+-----------------+-----------------+ | Teens with | Pregnant women | Health risks to | Teachable | | Pregnancy | under the age | mother and | moments, | | | of 18 | baby. Higher | advocate for | | | | risk for: | mothers, WIC, | | | | domestic | provide | | | | violence, | family-focused | | | | poverty, little | care and | | | | or no pre-natal | encourage | | | | care, low | familial | | | | infant birth | involvement, | | | | weight, high | birth three | | | | blood pressure. | program. Nurses | | | | Mothers in | should be | | | | foster care | prepared to | | | | system | discuss all | | | | | options | | | | | (termination, | | | | | adoption, | | | | | parenthood), | | | | | early prenatal | | | | | care | +-----------------+-----------------+-----------------+-----------------+ | Migrant Workers | Groups of | Risk factors: | Focus on | | | individuals who | poverty, | infection | | | do not have a | limited access | prevention, | | | permanent | to health care, | implement | | | residence so | hazardous | public health | | | that they are | working | interventions | | | able to seek | conditions, | around | | | employment in | frequent | vaccination and | | | agricultural | workplace | parasitic | | | work, move from | injuries, | treatment, | | | one location to | illnesses, | utilizing | | | another to find | poverty, lack | resources such | | | work | of workplace | as mobile | | | | regulations, | health clinics | | | | dental disease, | and tapping | | | | leukemia, iron | into federally | | | | deficiency, | funded clinics, | | | | HIV/AIDS, lack | provide | | | | prenatal care | prenatal care | +-----------------+-----------------+-----------------+-----------------+ | Rural or Urban | Rural - A type | Often have poor | Nurse should | | Residency | of community | perception of | advocate for | | | with a | health/function | health care | | | population of | al | access in these | | | fewer than | status, high | areas, use of | | | 20,000 or fewer | incidence of | telehealth | | | than 99 | chronic | | | | residents per | illness, less | | | | square mile. | likely to seek | | | | | health care. | | | | Urban - The | Rural residents | | | | region | are less likely | | | | surrounding a | to obtain | | | | city. | medical care, | | | | | higher infant | | | | | and maternal | | | | | morbidity | | | | | rates, | | | | | stillbirth, | | | | | higher levels | | | | | of depression | | +-----------------+-----------------+-----------------+-----------------+ | Incarceration | Those who have | Mental health | Nurses must | | | been in legal | disorders are | maintain | | | trouble and are | common in | professionalism | | | being held in | prisons. Risk | and care | | | federal or | factors: | without | | | state | violence, | unconscious | | | correctional | crowed living | bias, implement | | | facilities | conditions, | health | | | | limited | promotion, | | | | treatment | provide | | | | options. | transitional | | | | Increased | care | | | | incidence of | | | | | rape, assault, | | | | | chronic | | | | | diseases | | +-----------------+-----------------+-----------------+-----------------+ | LGBTQIA | American adults | Depression, | Need for | | | currently | anxiety. Risks | improved | | | identify as | of substance | sensitivity | | | lesbian, gay, | abuse, STIs, | when treating | | | bisexual, | suicide, social | this | | | transgender, | stigma, | population, | | | queer, | discrimination, | nurses need to | | | intersex, | poor mental | advocate and | | | asexual | health, | provide | | | | increased risk | culturally | | | | for disability | sensitive care, | | | | | provide safe | | | | | environment | +-----------------+-----------------+-----------------+-----------------+ | Substance | The maladaptive | Cause, | Give support | | | use of | disability, | and care, give | | | substances | death, and | education, | | | resulting in | illness. | assist with | | | threats to an | Effects family | withdrawal, | | | individual's | life, public | offer | | | health or | safety, | referrals, | | | social and | economy, health | monitor | | | economic | conditions | medication, | | | functioning | | advocate for | | | | | their needs | +-----------------+-----------------+-----------------+-----------------+ | Violence | Anyone can be a | Impact to | Looks for signs | | | victim to | mental health, | of abuse, | | | violence | decreased | educate others | | | | coping | of signs of | | | | mechanism, | abuse, provide | | | | anxiety, fear, | resources for | | | | susceptible to | help, mandatory | | | | further | reporting, | | | | victimization | promote healthy | | | | or | life skills | | | | re-traumatizati | | | | | on | | +-----------------+-----------------+-----------------+-----------------+ | Mental Health | Mental, | High suicide | Provide | | | behavioral, or | risk, risk of | education, | | | emotional | substance use | teach | | | disorder that | disorder, | stress-reductio | | | results in | increased | n, | | | serious | occurrence of | screenings, | | | functional | chronic | crisis | | | impairment, | disease, | intervention, | | | which in turn | | give | | | interferes with | | medications, | | | or limits an | | make referrals, | | | individual from | | identify | | | engaging in | | triggers, | | | major life | | assist the | | | activities | | client, | +-----------------+-----------------+-----------------+-----------------+ | Living with | Those with a | Cognitive, | Advocate, | | Disability | long-term | physical, or | support, | | | impairment that | communication | display | | | limits their | challenges. | leadership | | | ability to | Needs for all | traits, conduct | | | participate in | ages | research, never | | | society on an | | assume a client | | | equal basis | | can't do stuff | | | with others | | on their own, | | | | | ask questions | +-----------------+-----------------+-----------------+-----------------+ Unit 7 -- Roles of the Community Nurse (ATI Ch 5) - Faith or Parish Nurse - Work in close relationships with individuals, families, and faith communities to establish programs and services that significantly affect health, healing, and wholeness. Address universal health problems of individuals, families, and groups of all ages. Respond to health and wellness needs of populations of faith communities and are partners with the church in fulfilling the mission of health ministry, might even be getting paid by a church. Prayers, provide meals, support groups, education. You get to serve your faith, but the pay may be taking from the church - Home Health --Nurses provide health care services to clients where they reside. Includes: traditional homes, assisted living facilities, and nursing homes. Don't have all the resources with you. Give meds, hygiene, advocate, consult, case manager, educator, researcher - Hospice - Palliative care of the very ill and dying, reducing distress from physical, emotional, and spiritual symptoms. Home care of the dying child - School Nurse - Give comprehensive nursing care to the children and the staff at the school. Coordinate the health education program of the school. Consult with school officials to help identify and care for other persons in the community. Coordinate the health care of many students in their schools with the health care that children receive from their own health care providers. Teaching kids how to wash hands, screening, giving meds, health educator, community outreach - Occupational Nurse - Work in traditional manufacturing, industry, service, health care facilities, construction sites, and government settings to prevent and promote health. Specialty practice that focuses on the preventive health care, health promotion, and health restoration within the context of a safe and healthy environment; includes prevention of adverse health effects from occupational and environmental hazards and health promotion in general. Managing and overseeing the health of workers, going out and seeing all the different risks and what they do, doing a clinic based in the factory - Forensic Nurse -- Care for perpetrators of injury as well as victims of sexual assault, substance use related injuries, human trafficking, physical abuse, hang violence, disaster, and accidental injuries. Work in clinics, emergency departments, law enforcement agencies, mental health facilities, correctional facilities. Exam Questions from Class: - When developing rapport with patients in poverty what should the nurse be aware of: B) Being aware of beliefs and not being biased based on stigmas - A 32-year-old patient is admitted to the emergency department with symptoms of tremors, sweating, agitation, and nausea. The patient reports they have been consuming large amounts of alcohol daily for the past five years but stopped abruptly two days ago. What of the following is the most appropriate initial nursing intervention for this patient? D) Monitor vital sings and initiate benzodiazepine therapy as needed - Which group is likely to face higher frequencies of workplace injuries? A) Migrant populations Notes and items to look up and review: - List the common injuries and problems a school nurse would screen for and or treat in these age groups: - Screening for lice, hearing, vision, scoliosis, speech, physicals - Behavior Disability, nose bleeds (epistaxis), meds, epi. Falls, birth control, menstrual, seizures, diabetes, asthma, special needs - What are good teaching points for teens who are or may become pregnant? (high-risk pregnancy) Educate and counsel about sexually transmitted infections, contraception methods, and reproduction. To get prenatal care and follow-up, ensure they know all their options. Need to take a folic acid vitamin - Why is poverty the primary cause of vulnerability in the health of populations, what is the problem for these families or individuals? Less access to nutritious foods, more stressors, lack of resources, less access to healthcare, limited economic resources, high rates of uninsured individuals, culture difference, low education and literacy levels. - Why are migrant workers at risk for health problems? poverty, limited access to health care, hazardous working conditions, frequent workplace injuries, illnesses, poverty, lack of workplace regulations, always moving, don't have the correct papers - What age groups or populations are at greater risk for abuse and mistreatment? Kids, pregnant women, elders. They need help and can't do most things or any on their own Extra: - ATI book chapter 5 and 7, pg. 45 also - ATI online page 4 lookover - Page 4 in the engage, has boxes for the vulnerable populations - Make sure to do the questions throughout the ATI model - Teens need to take a folic acid vitamin to help with birth defects and get prenatal care - Anyone who is pregnant as a teen has a high risk - With the homeless we have to find unique ways to treat them. We go see them, have them give something to mail back. Factors for homeless: mental health, poverty, substance abuse, teenage runaways - Veterans are at risk, have trouble getting back into society/transitioning back. Have mental health issues, suicide risk, PTSD - Many topics go hand and hand together (violence & substance) - Usually, a story to as why they were incarcerated and links back to one of the other vulnerable populations, need help when getting out, need to think about own bias, are they going to be able to find work? Is anyone helping them? - Sometimes people take substances to try and treat mental illnesses, they just need medication - Definitely look over migrant workers. Page 68 in ATI book - Migrants might not go to get help because they don't have the right papers/card. Have language barriers, travel all the time, don't have a care provider - Urban is so crowed, might not have fresh fruits and vegetables, hospitals may be far away and might not have any way of getting to them