Case study Isabella is a 17-year-old high school student.She lives

Case study Isabella is a 17-year-old high school student.She lives on a ruralIndigenous, Canadian, reserve in a small home, with her father, 5 siblings, and grandmother. Her mother has been missing for six years. Isabella dreams of becoming a nurse. She has encountered difficulties accessing the high schoolcourses in her community that are prerequisites for a nursing school application. Her school does offer land-based learning options; however, that partner Isabella with an Indigenous leader to learn about Indigenous languages and to develop skills like hide cleaning, medicine picking, porcupine quillwork, and survival skills on the land. Isabella enjoys these classes because it helps her to connect to her Indigenous culture and spirituality. When Isabella’s father, David, was a child, he was takento a residential school.He lost much of his cultural identity and spiritual connection, making it a challenge to pass on these teachings to Isabella or to connect with her in her learnings. David also lost the opportunity to learn how to be a parent because he was separated from his parents for most of the year while in the residential school. David has unresolved traumaand anxiety that he sometimes expresses by shouting and setting inconsistent boundaries with his children. He struggles to communicate his love to his children. David also struggles to provide for his family because his livelihood of fishing and hunting, which he fed his family with and sold for an income, has diminished because of dwindling herds and schools caused by climate change. Isabella worries that she may have to leave her family to attend high school in another city, 12 hours away, to access the courses she requires for nursing school. She often feels overwhelmed, awakens at night with worries about leaving her family and the financial costs, and has trouble concentrating in school because of her concerns and her challenges with her relationship with her father. Isabella has developed a positive self-concept of herself because of her connection with her grandmother and the land- based learning that she participates in. Isabella is hesitant to speakto the school nurse, who also is the schoolguidance counsellor. Her community has lost trust in government workers because many children on the reserve have been taken, by government workers, from their homes and placed in foster care, off thereserve. Isabella copes with her feelings of stress and worry by walking in the forest and talking with her grandmother. When Isabella feels that her worry and stress are too much to handle, sometimes she makes small cuts in her arms. College of Nurses of Ontario entry to practicecompetencies: Ethical Practice: Obtains knowledge of and respondsto the Calls to Actionof the Truth and Reconciliation Commission of Canada. Collaborative Practice:Advocates for the use of Indigenous healthknowledge and healing practices in collaboration with the client. Students will achieve the following learning outcomes throughthis assignment: Apply the nursingprocess to clientsof varying populations as they respond to mental illness. (CO 1) Explore factorsthat affect an individual, family,or communities to cope with mental illness and promote mental wellness. (CO 2) ASSIGNMENT INSTRUCTIONS: Nursing assessment: Read the case study andhighlight data that fits withina holistic nursing assessment. Input the data into the chartprovided, in point form,under the heading’1A Nursing assessment.’ **You must includedata for each assessment category.You may have one or more datum in each box, depending on the information provided in the case study. Read the article: Indigenous Services Canada. (2015).First Nations mental wellness continuum framework. (Posted on Bright Space, under ‘Content’, ‘Reflective Assignment’.) Focus your attentionto pgs. 12-23 to understand the framework, and pgs. 28-32 to understand specific determinants of health. Identify social determinants of mental health, discussed in the article, that promote or undermine the mental health of Indigenous peoples overall. Input the data, in pointform, into the chart under the heading’1B- Social determinants of mental health’. An example is provided in the chart. Provide at least one example for each assessment category, including ‘promotes’ and ‘undermines’ Nursing Assessment Template NURSING ASSESSMENT 1A- Nursing assessment (based on the CASE STUDY) 1B- Social determinants of mental health (based on Indigenous Services Canada (2015) reading) Physical Vitals, pain, Head-to-Toe assessmentaccording to systems (respiratory, circulatory, integumentary, gastrointestinal, genitourinary, neurologic) Promote: Undermine: Example: “higherrates of chronicand communicable illness” (Indigenous Services Canada,2015, p. 30) Informational What does the clientknow? What information do they lack and require? Promote: Undermine: Emotional Emotions expressed by client Promote: Undermine: Psychological Broad category that can include assessment of characteristics of mental wellness/illness, components of mental health assessment Promote: Undermine: Social Relationships, roles, connections/inclusion/participation; culture, community, environment Promote: Undermine: Spiritual Beliefs or practices that represent deep life meaning, connection, and purpose for the client Promote:- Example: “elders, connection to Indigenous language” (Indigenous Services Canada, 2015, p.36-37) Undermine: Practical Economics/employment; housing, food security, materials to support activities of daily living and basic life function. (environment could also fit here) Promote: Undermine: Cultural Safety: Read the document Hart-Wasekeesikaw, F. (2009). Cultural competence and cultural safety in nursing education: a framework for First Nations, Inuit, and Metis Nursing. Aboriginal Nurses Association of Canada. Focusing on pages 7-14, identify TWO core competencies of cultural competency and safety that relate to this case study that you could use to therapeutically engage with Isabella, as a community mental health nurse. Specifically name the core competencies you will use. Next, write out HOW you, as a nursing student, would therapeutically engage with Isabella, using the competencies you chose. You may chooseto incorporate aspectsfrom the above Indigenous Services Canada document to support your answer. (250 words max.) Be creative in answering this question. You may explainhow you will engage with Isabella in many different ways. Group Work Chart: All group members must actively participate in the creation of the assignment. You will use the ‘group work chart’ to document the group’s progress and to ensure equal participation of all members. You must fully complete, sign and upload the ‘group work chart” in word format to Brightspace with your assignment. Failure to complete or upload the ‘group work chart’ will result in a grade reduction. Reference and APA: Include the heading ‘References’ at the end of your document. Include the references for the two readings. Reference sources using APA format A title page that includes an assignment title, all of your group members full names, course code, date and teachers name. Post BOTH your completed assignment AND your group work chart in a word documentin Brightspace under ‘Assignments’ in ‘Reflective Assignments’ Assigned readings are in Brightspace ‘Reflective Assignment’ folder. Plagiarism: Please refer to Algonquin College policy AA48 www.algonquincollege.com/policies/files/2021/09/AA48.pdf Late penalty: 10% will be deductedeach day late, including weekends,up to 7 days, after which a grade of zero will be given. Reflective Assignment Rubric Criteria 0 points 2 points 3 points 1. Assessment (3 points) Greater than 50% of assessment categories not completed. Identification of assessment data in each category but missing key data re: determinants that promote or undermine, provided case study data, and data drawn from Indigenous Services Canada (2015) article. Thorough identification of mental health assessment dataobtained from the case study. Demonstrated understanding and identification of socialdeterminants of mental health that may promote or undermine mental wellbeing of Isabella or Indigenous persons overall. Criteria 0 points 2 points 3 points 2. Cultural safety (3 points) No identification of nursing cultural competency and safety approaches or application to the case study. General identification of nursing cultural competency and safety practices with weak application to the casestudy. Clear identification of nursing cultural competency and safety approaches that are creatively applied to the case study. Criteria 0 points 1 point 2 points 3. Group Work Chart (2 points) Group work chart not submitted Group work chart lacking detailed data, participants signatures and/or demonstrates a lack of participation from group members Fully complete & detailed group work chart with all participants signatures and evidence of equal participation Criteria 0 points 1 point points 3. Reference & APA (2 points) Does not reference sources using APA format and/or missing reference list. Does not include a completed title page Includes the heading ‘References’ at the end of the document, but incudes only one reference and/or does not reference all sources. Includes a partially completed title page. Included theheading ‘References’ at the endof the document. Includes the references for the two readings. Uses proper APA format to reference sources. Includes a completed title page

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