Posted: February 20th, 2023
Good job! By now, you are forming a picture in your mind of the challenge you will embrace in your humanitarian aid trip. In the module Resources, you reviewed Kleinman and Benson’s approach to conducting a mini ethnography with every patient in the paper “Culture, Behavior, and Health.” Based on that resource, you will outline the population’s culture (ethnography) affected by and surrounding your selected health challenge.
You still haven’t directly interacted with any patients at the center of your chosen scenario. However, this approach can help you anticipate the culture the population will reflect. Through investigation of the scholarly literature, you will be able to answer the questions: What should you know about this population’s culture before you begin the trip? What should you prepare to encounter? What cultural adaptations will you need to blend the norms and expectations of the population of your culture of origin and the culture of the population of the chosen scenario?
Building on the prior project preparation assignments, conduct a “mini” ethnographic analysis of the specific population for your humanitarian aid trip. For this assignment, craft a short paper substantiated by scholarly literature.
Note that you should cite at least three scholarly sources from your investigation. The evidence should not be older than five years. To access the Shapiro Library Guide: Nursing—Graduate, go to the Start Here section of the course.
Specifically, you must address the following rubric criteria:
Your short paper must be a 2- to 3-page Word document, not including the title page and references. It must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. All references must be cited in APA format.
Criteria | Exemplary (100%) | Proficient (90%) | Needs Improvement (70%) | Not Evident (0%) | Value |
---|---|---|---|---|---|
Ethnicity | Exceeds proficiency in an exceptionally clear and insightful manner, using industry-specific language | Assesses the ways in which ethnicity influences identity for the population | Shows progress toward proficiency, but with errors or omissions | Does not attempt criterion | 15 |
Stakes | Exceeds proficiency in an exceptionally clear and insightful manner, using industry-specific language | Analyzes the stakes of the health issue for the patients and their loved ones | Shows progress toward proficiency, but with errors or omissions | Does not attempt criterion | 15 |
Meaning of Illness | Exceeds proficiency in an exceptionally clear and insightful manner, using industry-specific language | Describes how the patients conceptualize illness in the population | Shows progress toward proficiency, but with errors or omissions | Does not attempt criterion | 15 |
Social Stressors | Exceeds proficiency in an exceptionally clear and insightful manner, using industry-specific language | Identifies the social stresses the patient may experience due to illness | Shows progress toward proficiency, but with errors or omissions | Does not attempt criterion | 15 |
Impacts | Exceeds proficiency in an exceptionally clear and insightful manner, using industry-specific language | Evaluates the potential impacts of the clinical setting in relation to the patients | Shows progress toward proficiency, but with errors or omissions | Does not attempt criterion | 15 |
Articulation of Response | Exceeds proficiency in an exceptionally clear and insightful manner | Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose | Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability | Submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas | 10 |
Scholarly Sources | Incorporates more than three scholarly, current (within the last five years) sources, or use of sources is exceptionally insightful | Incorporates three scholarly, current (within the last five years) sources that support claims | Incorporates fewer than three scholarly, current (within the last five years) sources, or not all sources support claims | Does not incorporate sources | 10 |
APA Style | Formats in-text citations and reference list according to APA style with no errors | Formats in-text citations and reference list according to APA style with fewer than five errors | Formats in-text citations and reference list according to APA style with five or more errors | Does not format in-text citations and reference list according to APA style | 5 |
Total: | 100% |
SOLUTION
I will answer question 4:
Some occupations that are not sex-segregated include:
When we look at sub-specialties or specific jobs within these occupations, we may find some degree of sex segregation. For example, while nursing as a profession is not sex-segregated, some specialties within nursing, such as nurse anesthetists, are predominantly male. Similarly, while teaching is not sex-segregated, there are more men in high school teaching positions than in elementary or middle school positions.
In terms of earnings, there is often a gender pay gap in these occupations, with women earning less than men on average. However, the size of the pay gap varies depending on the occupation and the level of experience and education. For example, while the gender pay gap among registered nurses is relatively small, the gap is wider among accountants and auditors. Overall, efforts to address gender pay gaps and promote gender diversity in the workplace remain important.
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