Explain multicultural communication and its origins. Compare and contrast culture, ethnicity, and acculturation. Explain how cultural and religious differences affect the health care professional and the issues that can arise in cross-cultural communications. Discuss family culture and its effect on patient education. List some approaches the health care professional can use to address religious and cultural diversity. List the types of illiteracy. Discuss illiteracy as a disability. Give examples of some myths about illiteracy. Explain how to assess literacy skills and evaluate written material for readability. Identify ways a health care professional may establish effective communication. Suggest ways the health care professional can help a patient remember instructions.

Question 01: Discussion - Common Hazards Take some time to research the many hazards that you will face as you take care of your patient. Describe one hazard that could harm you and/or your patient in the healthcare setting. What actions can nurses take to prevent harm to your patient or self? Question 02: Discussion - Mobility that Promotes a Healthy Lifestyle Mobility can have either a positive or negative impact on our patient's lives. You are the nurse of an older adult who is being discharged and need to provide education for the promotion of safe ambulation. How can mobility promote a healthy lifestyle? Question 03: Discussion - Elimination Patterns The elimination patterns of our patients are very important to know as we continue to assess and do our care plans. How can impaired elimination affect the integumentary system?

J.T.  is a 20-year-old who reports to you that he feels depressed and is experiencing a significant amount of stress about school, noting that he’ll “probably flunk out.” He spends much of his day in his dorm room playing video games and has a hard time identifying what, if anything, is enjoyable in a typical day. He rarely attends class and has avoided reaching out to his professors to try to salvage his grades this semester. J.T. has always been a self-described shy person and has had a very small and cohesive group of friends from elementary through high school. Notably, his level of stress significantly amplified when he began college. You learn that when meeting new people, he has a hard time concentrating on the interaction because he is busy worrying about what they will think of him – he assumes they will find him “dumb,” “boring,” or a “loser.” When he loses his concentration, he stutters, is at a loss for words, and starts to sweat, which only serves to make him feel more uneasy. After the interaction, he replays the conversation over and over again, focusing on the “stupid” things he said. Similarly, he has a long-standing history of being uncomfortable with authority figures and has had a hard time raising his hand in class and approaching teachers. Since starting college, he has been isolating more, turning down invitations from his roommate to go eat or hang out, ignoring his cell phone when it rings, and habitually skipping class. His concerns about how others view him are what drives him to engage in these avoidance behaviors. After conducting your assessment, you give the patient feedback that you believe he has a social anxiety disorder, which should be the primary treatment target. You explain that you see his fear of negative evaluation, and his thoughts and behaviors surrounding social situations, as driving his increasing sense of hopelessness, isolation, and worthlessness. Questions:  Remember to answer these questions from your textbooks and NP guidelines. At all times, explain your answers.  Generate a primary and differential diagnosis using the DSM-5 criteria. Develop a biopsychosocial plan of care for this client. Compare and contrast fear, worry, anxiety, and panic.