Discuss family structure-social values

Reference no: EM133705456

Assignment:

Please can you answer for me these 9 questions.

Please when you answer each question number the question for example question 1 the answer is......

Scenario

An Indian physician has contacted you for a nutrition intervention with a community group where he is also a participant. This group consists of Indian Muslims who have emigrated to the United States. The group, comprised of five married couples, meets one evening per week as a social support event and share a meal at the physician's home; each couple takes turns preparing the meal. The physician, as a member of the group, has noted a growing interest in nutrition among members but cannot field many of the questions that are directed to him. He has invited you to come to share the meal with them and hold an informal question-and-answer discussion twice a month, as well as to set up nutrition counselling sessions with individuals who have health risks. He says that they are particularly interested in nutrition and prevention of cardiovascular disease.

You have done a lot of consulting for this physician and would enjoy the challenge of working with this Indian Muslim community; however, you do not know anything about their culture or their dietary habits. You decide you need to research the Muslim culture before you can provide any nutrition intervention with this group. You find information about the Islamic dietary laws, including foods considered haram and halal. You speak with an Indian colleague who informs you that traditional women dress conservatively and cover their hair with a scarf, and that many Muslims avoid contact between sexes, such as shaking hands and hugging.

Research

Review the National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health Care from the chapter text (see Table 15-15) or on the web at

Access the website and click on the link What is Halal? to learn more about Muslim/Islamic dietary laws. You can also view the video. Outline the basic principles of Muslim/Islamic dietary laws; identify foods considered haram, halal, and mashbooh.

1. Identify and discuss family structure, social values, cultural food practices, and any other components that may be relevant to Muslims.

2. Outline cultural beliefs, attitudes, or practices that you discovered in your research on the Muslim way of life that would be different from those of your ethnicity. How might this affect your interaction with the Muslim immigrants when you hold a group session, share a meal, and conduct individual counselling sessions?

3. What are a few potential barriers you may face with cross-culture communication?

4. To follow the National Standards for CLAS, go to the "Practical Considerations for Community Interventions" section in the chapter and choose two suggestions that respond to the needs and preferences of this Muslim community to gain a better understanding of the nutritional needs of this group.

5. What are some additional strategies that you can undertake to learn more about the Indian Muslim community to help you to provide culturally sensitive interventions for your target group (e.g., shopping at a halal market)?

6. Provide a list of nutrition resources that would be useful to use with your group, such a (from Muslims in Nutrition and Dietetics, a subgroup of the Religion, Member Interest Group of the Academy of Nutrition and Dietetics) and general guidelines for a heart-healthy diet.

7. On the basis of your research on Muslim dietary practices, createe an infographic for Muslim Heart-Healthy Eating using the Academy of Nutrition and Dietetics Total Diet Approach to Healthy Eating as an example of an infographic at.

8. Describe how you would use this infographic with your target group.

9. Develop additional interventions (resources, community participation, activities, shopping, food preparation, and the like) for presenting information about nutrition and prevention of heart disease as you become more familiar with the Muslim population.

Reference no: EM133705456

Questions Cloud

What was chicanas-nurturers and warriors indigenous roots : What was Chicanas: Nurturers and Warriors indigenous roots.

Describe disorder : Develop plan to demonstrate how would begin to enhance the language development of this child within their classroom.

What is the difference between licensure-certification : What is difference between licensure, certification, and accreditation, and how do these affect a healthcare facility being reimbursed for services performed?

How did responses affect you emotionally as a human being : How did the responses affect you emotionally as a human being as well as educationally as a future registered nurse?

Discuss family structure-social values : Identify and discuss family structure, social values, cultural food practices, and any other components that may be relevant to Muslims.

Describe assessments the nurse would conduct : Describe assessments the nurse would conduct, and likely findings related to complementary and alternative therapies in palliative care (a paragraph).

What else would you want to know about your audience : What else would you want to know about your audience? Make a list of additional information you would like to gather, and indicate how you would gather it.

How will you prepare the patient for this procedure : What is the first thing you will do prior to accessing the device? Why? How will you prepare the patient for this procedure? Give rationales.

Creating a hypothetical child with a communicative disorder : For this will be asked to think carefully about communicative disorders by creating a hypothetical child with a communicative disorder.

User Account

All Pages