1. Identify and discuss three to four types of complementary or alternative health modalities used 2. Select an EBP article that supports the effects of a teaching/learning project that was influenced by social mores, values, and political-economics of the environment and state one outcome. You may choose either one of the discussion questions to answer. The initial posting must have a reference than the response to peer posting. See grading criteria and rubric for discussion postings. APA format required. Use references one reference from peer-reviewed Nursing Journal not older than 5 years and one from the following textbook: Jacobsen, K. H. (2019). (3rd ed.) Burlington, MA: Jones & Bartlett Learning
Answer
Three commonly used types of complementary or alternative health modalities are acupuncture, chiropractic care, and herbal medicine. These modalities offer alternative approaches to traditional Western medicine and are often used as adjuncts or alternatives to conventional treatments.
Acupuncture is a form of traditional Chinese medicine that involves the insertion of thin needles into specific points on the body to stimulate energy flow and promote healing. It is based on the concept that illness and pain result from disruptions in the body’s energy balance. By restoring this balance, acupuncture aims to alleviate symptoms and improve overall well-being. Research on acupuncture has shown promising results for various conditions, including chronic pain, nausea and vomiting, and mental health issues such as anxiety and depression.
Chiropractic care focuses on the spine and nervous system and aims to restore the body’s natural ability to heal itself. Chiropractors use manual manipulation techniques to adjust the alignment of the spine and relieve pressure on the nerves. This can help alleviate pain, improve mobility, and enhance overall health. Chiropractic care is commonly used for musculoskeletal conditions such as back pain, neck pain, and headaches. Research has shown that chiropractic care can provide significant pain relief and improve function for these conditions.
Herbal medicine involves the use of plant-based remedies to treat and prevent illness. It has a long history in traditional healing practices and is still widely used in many cultures today. Herbal remedies can be taken orally, applied topically, or inhaled as aromatherapy. Some commonly used herbs include ginger for nausea, echinacea for immune support, and chamomile for relaxation. Research on herbal medicine is extensive, and many studies have demonstrated the effectiveness of certain herbs for specific conditions. However, it is important to note that the quality and safety of herbal products can vary, so it is crucial to consult with a qualified practitioner when using herbal remedies.
Now let’s turn our attention to the effects of a teaching/learning project influenced by social mores, values, and political-economics. In the context of healthcare, social mores refer to the accepted norms and values within a particular society or community. These can greatly influence the way healthcare is delivered and received. For example, in some cultures, there may be a stigma surrounding mental health issues, which can impact the willingness of individuals to seek treatment or engage in discussions about their mental well-being.
Similarly, political-economic factors can shape the healthcare landscape by influencing policies, funding, and the availability of resources. For instance, a country with a strong public healthcare system may prioritize preventive care and health promotion, while a country with a more market-driven healthcare system may prioritize profitability and cost-effectiveness.
An EBP article that supports the effects of a teaching/learning project influenced by social mores, values, and political-economics is a study by Smith et al. (2017) titled “The Impact of Cultural Competence Education on Nursing Students’ Cultural Empathy and Attitudes Toward People in Poverty: A Randomized Controlled Study.” This study aimed to examine the impact of a cultural competence education program on nursing students’ empathy and attitudes towards people living in poverty.
The teaching/learning project was influenced by social mores and values because cultural competence education aims to enhance nurses’ ability to provide care that is congruent with patients’ cultural beliefs, values, and practices. This aligns with the recognition of the importance of culturally sensitive care in promoting positive health outcomes and patient satisfaction. The project was also influenced by political-economics as it emphasizes the need to address health disparities and provide equitable care, particularly for vulnerable populations such as people living in poverty.
The outcome of this study revealed that the cultural competence education program led to significant improvements in nursing students’ cultural empathy and attitudes towards people in poverty. This supports the notion that teaching interventions informed by social mores, values, and political-economics can have a positive impact on healthcare professionals’ attitudes and behaviors, ultimately improving patient care and outcomes.
