Diversity and Health Assessments

*Select one of the following patients to consider for this Discussion:
~40-year-old Hispanic male on Prozac who works 60+ hours a week and wants to explore
alternative and complementary modalities to help him sleep
~ At-risk elderly Asian male who is physically and financially dependent on his daughter, a
single mother who has little time or money for her father’s health needs
~ 32-year-old pregnant lesbian
~ 16-year-old Middle Eastern girl who wishes to have contraceptives but does not want
anyone in her family to know
~ 23-year-old Native American male who was just released from rehab for DUI and wants
something to help his anxiety
*Examine the specific socioeconomic, spiritual, lifestyle, and other cultural factors related
to the health of the patient you selected.

  • Consider how you would build a health history for the patient. What questions would you
    ask, and how would you frame them to be sensitive to the patient’s background, lifestyle,
    and culture? Develop five targeted questions you would ask the patient to build his or her
    health history and to assess his or her health risks.
  • Think about the challenges associated with communicating with patients from a variety
    of specific populations. What strategies can you as a nurse employ to be sensitive to
    different cultural factors while gathering the pertinent information?
    **Write an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural
    factors associated with the patient you selected. Explain the issues that you would need to
    be sensitive to when interacting with the patient, and why. Provide at least five targeted
    questions you would ask the patient to build his or her health history and to assess his or
    her health risks.
    *** Use current resources of within 5 years.

Diversity and Health Assessments

For the sixteen year old Middle Eastern girl, it would be a burden to give birth at the
tender age. In this case, a contraceptive that can prevent STDs and HIV/AIDS should be
recommended if abstinence fails to work (Tawara, 2009). In case a contraceptive is


recommended, it is important to have the parents informed so that the case can be assessed and
the best decision made. Using a contraceptive agrees with the government’s plan to control
population. Using contraceptives among girls aged15 years is very common in the region.
Middle East has Islam as the majot religion and it stresses that people should be entirely clean to
carry out daily praying rituals. Therefore, menstruating women cannot pray until clean.
Longacting contraceptives are not welcome since they go with some spotting (Tawara, 2009).
Condoms are not common as men argue they have reduced sexual pleasure and sensation.
Therefore, coitus interruptus and lactational amenorrhoea are more common.
When interacting with a sixteen year old Middle Eastern girl who intends to use
contraceptives without the parents knowing, there are some issues that should be considered
sensitive. The girls should be made aware of her tender age and the risks that go with early sex
and use of contraceptives at an early age (Tawara, 2009). Second, using contraceptives might
make her feel secure from unwanted pregnancies and, therefore, engage with many sex partners.
The early sex might also hinder her from achieving life goals and leading a productive and
focused life. Third, making the parents aware of the situation ensures that their views are
considered and that they have a say in the well-being of their daughter in case of any issues in
future (Tawara, 2009). Finally, Middle East encourages the use of contraceptives among young

  1. At what age did you start having sex?
  2. Do you have a single or multiple sex partners?
  3. Have you used any contraceptives in the past and if yes, which ones specifically?
  4. Do you live under you parent’s authority?
  5. Have you suffered from any sexually transmitted diseases recently?


  1. Have you ever terminated any pregnancy?



Tawara, D. G. (2009). Promoting cultural diversity and cultural competency. Retrieved from

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