Chamberlain College of Nursing NR 305 RN HEALTH ASSESSMENT .docx

Chamberlain College of Nursing NR 305 RN HEALTH
ASSESSMENT
Week 5 Discussion Video Transcript
Video Audio
Anne at her
desk
reviewing a
patient
chart as she
expresses
her inner
thoughts
Anne: Let’s see… my next patient is Mary. She’s 53, Caucasian,
and had a heart attack a
year ago. She is being seen today for an exacerbation of COPD.
She also has controlled
Type II diabetes. She’s had depression that started when she
lost her job a year ago.
She’s still is unemployed but receiving government checks. But
that isn’t enough
income for her to live independently. She had to move in with
her daughter and son-
in-law.
Today her chief complaint is a harsh productive cough and
increased shortness of
breath. And she’s still smoking, which is upsetting her daughter
who has a young child
who is bothered by the second-hand smoke.

Anne and
Mary in an
exam room
Anne: Hi, Mary. How are you feeling today?
Mary: Overall, I feel pretty healthy. I walk for about half an
hour every single day. And
I’ve been following the diet that the dietician suggested,
watching what I eat. I’m
proud of the fact that my diabetes has never been better
controlled!
Anne: So far, so good. Is there anything that concerns you?
Mary: Yes. Lately I’ve been coughing so hard and having
difficulty catching my breath
which is causing me to feel like I might be having some twinges
in my chest, and I’m
scared to death I’m going to have another heart attack. I want to
know what more I
can do to prevent that from happening again.
Anne: I’d be happy to explore healthy options. To start, I’d like
to ask you a few follow-
up questions related to the history form you filled out in the
waiting room. You’re still
smoking?
Mary: (Sigh…) Yes, cigarettes are my one remaining vice. I’ve
been smoking over 40
years. My parents smoked and they taught me how to light their
cigarettes when I was
12!

Anne: How much are you smoking?
Mary: About a pack a day. That’s 20 cigarettes. I light up first
thing in the morning. If I
don’t, it’s all I think about. My body craves it. It is just so
frustrating, especially since it
is upsetting my daughter and son in law so much. I don’t know
where I will go if they
kick me out of their home.
Anne: I’m sure that is very upsetting to think about, Mary.
Let me take a quick listen
to you and then we can discuss some options that may be
available to you.
Mary: Sure, that would be fine.
Discriminatory Behavior toward the LGBTQ Community
Introduction
Discrimination against the LGBTQ or the lesbians, gay,
bisexual and transgender community is presently on the world
stage. Substantial gain has been conducted on the approval of
this community. However, there is still a thirty percent increase
in bias and discriminatory behavior towards the LGBTQ
community. The LGBTQ community is ten times more likely to
encounter discrimination grounded in their sexual orientation
compared to the homosexual community. They receive
mistreatment in different forms ranging from verbal insults,
good jokes and unfair treatment in most large cases such as
physical violence. This paper addresses the discriminatory

behavior on the LGBTQ community and the effects of this
treatment on the LGBTQ individuals.
Background Information
Over the past ten years, the country has made extraordinary
progress towards the equality of the LGBTQ community (Bry,
2017). However, up to the present day, neither most states nor
federal governments have certain constitutional laws that
protect these people from discrimination and prejudice. People
in the LGBTQ community still experience harsh treatment and
widespread discrimination (Tucker, 2018). Between ten to thirty
percent of these people report losing their jobs as a result of
their sexual orientation. Thirty percent of transgender people
report not being hired for positions that they are qualified for
just because of their sexual orientation (Evans, 2017).
Information from a nationally representative study of the
LGBTQ community indicates that twenty-six percent of these
individuals have experienced discrimination because of their
gender identity in the last decade. Furthermore, forty percent of
the LGBTQ communities claim that they need support from the
teachers and the educational institution to overcome the stigma
they face in schools. Educational support can be better the
quality of these community’s lives by protecting them from
stigmatization and prejudice from the other students.
Over the past years, the LGBTQ community has made some
political and lawful progress towards the betterment of issues
affecting gender and discrimination. For example, through the
federal law in the United States, people of the same gender have
now the freedom to marry. However, the law is not expressed
explicitly in some cases, and therefore this community
sometimes finds itself in desperate terms. Globally, most
nations are opposed to the claims and opinions of the LGBTQ
community. In fact, most communities in the African continent
consider the LGBTQ community acts as a taboo and disguise to

the society.
Cases of institutional discrimination have also been very
persistent in the recent past. Due to their transgender or even
their sexual orientation, the LGBTQ people have been denied
chances of employment, purchase of assets like permanent
houses and even rental services. Additionally, research shows
that the LGBTQ individuals are in most cases obstructed from
applying for scholarships to further their education. The United
States ministry of Education under Secretary Betsy DeVos has
as of late found a way to retrace the roots of the office's part in
ensuring the social liberties of LGBTQ learners.
In numerous congressional appearances, for instance, DeVos
has reliably declined to state that the office will shield LGBTQ
understudies from segregation. Further, the office chose this
past tumble to revoke the Obama's Title IX direction concerning
transgender students. As Drazdowski and Snipes (2016) state,
this move leaves transgender learners in danger and is out of the
matchup with government law. In any case, the Department of
Education is multiplying down on this approach and recently
declared that the Office of Civil Rights would never again
acknowledge objections about LGBTQ students not having the
capacity to utilize a restroom that matches their sexual
orientation character. While these ongoing strategy choices
influence LGBTQ students, specifically, these activities joined
with DeVos' declaration; leave the feeling that the office is
adopting a hands-off strategy toward implementing government
social liberty laws as they relate to LGBTQ students. In 2016,
out of the 489 LGBTQ people who were interviewed, 22 percent
of them claimed to have faced institutional discrimination.
Discriminate actions against the LGBTQ community have also
been pointed out in social media. The 2016 survey also
emerged with findings that 57 percent of lesbians received
offensive comments in Instagram and Facebook (Schultz, 2017).
Some were even threatened and alleged with disrupting the
status quo in the society. They were associated with the

increasing moral decay in the community.
Generally, a large global population has a negative view of the
LGBTQ community. However, it is the time to realize that these
people are rational human beings and should be given the right
to live their transgender lives and according to the sexual
orientation which they prefer. Discriminating against them is
not the solution. Members of the society should learn how to
live with them.
Rationale of the study
The study from this group, does not treat the women and men as
the same, but actually uses measure that will assist in helping
the person who identifies as transgender as being more accepted
in society and their communities. Previous studies assessed
transgender people as one rather than as individuals. Different
associated tests were run which leaned more towards
determining how the public and society as a whole viewed men
and women who identified themselves as transgender. This
was a research study of approximately three hundred people
who were asked various questions on what they thought about
transgender people. The specific tests works with assessing a
person’s concept or reaction time. While results of people not
accepting transgender people were expected to be high, the
outcome of ninety percent was higher than they anticipated.
Therefore, the results and findings of this study are relevant to
my study in that they correlate the attitude of society and the
discrimination against the LGBTQ community.
Unique Susceptibilities in the Public Square
Harassment, discrimination and violence against the LGBTQ
community has a commonplace in the public square such as
restaurants, hotels or government offices, according to the

transgender survey in 2015, nearly one out of three transgender
community who visit public places experienced harassment or
discrimination including being treated unequally and physical
violence (Morrison, 2018). In April 2016, the government
signed a North Carolina law which mandated the discrimination
of the transgender community and started to attack the
transgender community from accessing the public facilities. The
study also determined whether the transgender persons had
avoided public places due to the fear of physical attack in
public accommodations.
A lot of epidemiological data on the number of suicides
resulting from the discrimination against the LGBTQ
community is alarming. One out of three people are most likely
to discriminate against this community in the United States
(Morrison, 2018). Most people today are guilty of
discriminating against the LGBTQ community either
intentionally or unintentionally. LGBTQ youths experience a
lot of discrimination from their peers, the community, family
members and even in their schools and places of work (Evans,
2017). This paper hopefully captures the attention of schools,
parents, the community and the general public on their outlook
on the LGBTQ individuals.
Fundamentally, this paper attempts to respond to the following
questions throughout the study: What is the impact of the
discrimination against the LGBTQ youths on their life? What is
the role of parents in changing their attitudes towards the
LGBTQ youth? What is the role of schools and public
organizations in changing the issue of discrimination on the
LGBTQ youth?
Statement of the Problem
According to Evans (2017), suicide is the leading cause of

deaths of the LGBTQ individuals. Gay, lesbian and transgender
youths are six times more likely to attempt suicide compared to
the homosexual individuals. The LGBTQ youths commit over
twenty percent of the reported suicides among the youth.
Similarly, lesbians and gays are more likely to abuse drugs and
alcohol because of the discrimination they receive from the
general public. These numbers call for a strategy to reduce and
ultimately avert these deaths.
Effects of Discrimination and Possible solutions
LGBTQ youths experience extreme physical and verbal
harassment that can at times be unbearable for them. According
to a research done by Bry (2017), these youths are destroyed on
a daily basis due to the discrimination they get every single
place they visit. Over thirty percent of the LBGT youths are
high school dropouts because of the harassment they face in
schools. The LGBTQ youths also fail tremendously because of
the discrimination they receive from their teachers and the
administration (Morrison, 2018). Further, they often do not
participate in extracurricular activities and do not dedicate their
time to the agenda of the school because they feel that school is
not as safe of an environment for their gender types. As such,
they continuously live with the fear of physical and other forms
of assaults in schools.
According to Bry (2017), most of the LGBTQ individuals suffer
from different symptoms of depression including excessive
sleep, sleeplessness, hopelessness, and loss of appetite. Most of
these youths report that, despite the harassment not being
directly addressed to them, they still get affected negatively.
One youth in an interview mentioned that harassment and
discrimination makes him feel very sad and want to die. It is not
a miracle that these youths turn to alcohol and drug abuse or
even more critical solutions such as suicide.

Additional findings that I have are that there have been several
suicide cases reported among the LGTBQ group. This can be
traced to the pressure that is presumed to be taking course
against these individuals by the society. It is the reason why
many result in drug abuse and other destructive activities. A
further look into this issue through formal research could
demystify several notions that are held by the public in regard
to these issues and what they all imply. Whether intentionally or
unintentionally, the society falls under the guilt of
discriminating against these individuals; a phenomenon that
adds more pressure and averts the reality of ending the matter
hence it remains unsettled in silence. Strategies are therefore
needed to bring the matter on board and create a central point to
define the reality of the society’s demands on the LGBTQ and
their particular accusation to the society (Brettschneider,
Burgess & Keating, 2017). Generally, the fight against
discrimination can be won through sensitization to schools,
institutions, and families.
The emerging needs from the LGBTQ community demand the
attention of all the entities of society in order to be addressed.
This calls for a firm and responsible stand for every component
that makes up the society. The parents have a responsibility to
protect, support and offer guidance to their children and any
member of their family belonging to this group. This will help
them develop social stand at confidence from the most basic
level hence have the moral conscience to access the higher
societal acceptance. Parents can help children fight the
struggles of depression, fear, discrimination, and bias.
Schools and organization have the legal role of initiating
strategies that help fight against discrimination through
advocacy and sensitization exercises. Raising campaigns around
this topic may also avert any cases of LGBTQ discrimination.
Using verbal stage has often proven to be effective for issues

concerning the society. It is a weapon that can be used to
evaluate the state of a situation and gauge what needs be done
in order to counter any adverse problems. Handling the problem
at hand requires radical steps that will involve strategies
initiated in the favor of this endeavor. This could include
setting international policies that define engagement with the
LGBTQ communities, incorporating measures that give them
preserved rights against discrimination and effecting universal
prosecution for any culprits in action that undermines the rights
of the LGBTQ groups (Mayo, 2014). Strong legislative
measures are the solutions to these challenges.
Morrison (2018), states that discrimination against the LGBTQ
in the workplace can create suppression in their growth and
productivity within the organization. Discrimination has an
emotional and social influence on these individuals as they
remain “in the closet” to hide their fears and projections (Evans,
2017). They bear loneliness that can ultimately develop into
depression and drug abuse and even death. Most LGBTQ
confess that drinking to the point of passing out makes they
forget the kind of torture they have to experience in school,
places of work and public places. The lack of support from
family, schools or the public can perhaps make them develop
the feeling of hopelessness in ever living a normal and happy
life.
Roles of Parents
According to Tucker (2018), fifty percent of the lesbian and gay
youths report that they get rejected by their families as a result
of their sexual orientation. In a survey of male teenagers
identified to be lesbians, gays or bisexuals, thirty percent of
these teenagers ran away from their homes because of the
conflict they had with their parents and other family members
over their sexual orientation (Tucker, 2018). Twenty-five
percent of the lesbian youths are chased away from their homes

because of their sexual orientation. In a survey of about two
hundred lesbians and gays, over twenty-six percent were
physically and verbally abused by their parents, and almost
fifteen percent dealt with violence.
It occurs that lack of protection, support, and guidance from
the parents has a significant impact on the LGBTQ youths
(Tucker, 2018). Possibly, if the parents were more supportive
and responsive to their children's fate then there could be
reduced cases of depression, attempted suicide and drug abuse
among the LGBTQ youths. Parents ought to embrace their
children regardless of their sexual orientation (Bry, 2017). The
family should be the first shoulder for the LGBTQ adolescents
to lean on. The LGBTQ youths are more likely to fail when they
when they do not receive the support from their parents and
other family members (Morrison, 2018). The youths need the
love and support of their families because they already get
criticized in the outside world. As such, the parents of the
LGBTQ youths should consider reflecting on the situation
before they worsen the situation. One significant way of the
parents supporting their LGBTQ youths is through intervening
with the school to treat them with equality and just.
Families are the primary units of socialization where children
and their parents develop strong maternal bonds. However, just
as explained above this has not been the case for most of the
LGBTQ people. Most of the children who join the LGBTQ
community end up being detached from their parents (Haines et
al., 2018). What follows next is hopelessness and despair. Such
children grow in severe challenges since there is no one to look
after them. Cases have been reported that some Organizations
which adopt orphans and children in need refuse to adopt
LGBTQ children. Such children now lose hope altogether,
become stressed, and at its extremes, some of them commit
suicide. It is, therefore, crystal clear that some parents and
guardians have lost their parental norms and forgotten their

responsibilities.
Public campaigns should be carried out to educate the people
that they should not lose their parental skills just because their
children are gays or lesbians. In addition to this, the
government should form organizations to support LGBTQ
children who are seriously in need of help especially in the
satisfaction of the basic human wants.
Roles of Schools and Other Organizations
Teachers cannot overlook the problems faced by the LGBTQ
students and choosing the best strategy to deal with these issues
is of crucial concern. Governmental agencies should also play a
critical role in alleviating the problem of discrimination of the
LGBTQ in the workplace. Evans (2017) acknowledges the
informative effect on the LGBTQ youths as a result of
continuous harassment in school. The issue of discrimination
and harassment against the LGBTQ community can be solved at
the verbal stage before it gets serious or causes more serious
issues such as harming the academic performance and the
professional productivity of the LGBTQ community (Bry,
2017).
Social pressures also contribute to a large percentage of
students' school experiences despite their gender or sexual
orientation. In any case, the experience can be especially
troublesome for LGBTQ students, who regularly battle to
understand their personalities, need bolster from family and
companions, and experience pessimistic information about
LGBTQ individuals at school and in their locale (Scheer &
Poteat, 2015). Due to these factors, many LGBTQ students are
more probable to endure harassment and social pressure than
heterosexual peers.
Administrators and teachers often fail to stop harassment or

discrimination against the LGBTQ community (Morrison,
2018). As such, there should be rules and regulations in schools
and working environments that protect the LGBTQ community
from prejudice, discrimination and all forms of harassment.
Similarly, consequences such as discipline policies and code of
conducts should also be developed in both schools and
employment organizations to protect these individuals from
harassment.
Students should also be taught to respect their fellow LGBTQ
students since they are all equal and deserve the same chance to
acquire education. Interschool campaigns can also be carried
out to enlighten all students that discriminating the LGBTQ
community weakens one of the primary goals of education;
promoting peace and national unity. Additionally, it undermines
various basic human rights, including LGBT learners' rights to
instruction and education, individual security, freedom from
segregation, access to data and educational information, free
articulation, affiliation and privacy.
Additionally, educational planners, in collaboration with the
ministry of education should include studies about the LGBTQ
community in the school curriculum. It is through the
curriculum that the teachers and educators decide what to teach
to the students. The curriculum expresses the content of the
study, instructional methodology, teaching aids and also caters
for individual differences among the varied students who come
from different backgrounds. AsAsplund and Ordway
(2018)point out,issues facing the global community can be best
dealt with at the school level. Including LGBTQ studies in the
curriculum will, therefore, help students grow being conversant
with LGBTQ emerging issues and hence learns to respect
LGBTQ choices of gender.
Other than the school, there are other organizations in which
LGBTQ individuals are discriminated. These include; hospitals,

companies, youth organizations among many others. Several
cases have been reported that the LGBTQ people are
occasionally denied the opportunity to access health services.
All citizens and immigrants should be free to seek medication
without the fear of being mistreated or harassed regardless of
their gender or sexual orientation.
During Obama’s reign as the president of the United States, the
Affordable Care Act was formed to ensure that all people access
medication despite of their gender or sex stereotype. Several
rulings of the court hence favored those LGBTQ people who
were denied medication in times of need. Currently, the
conservative forces are now giving healthcare organizations and
health insurance companies to discriminate the LGBTQ
community. This is a critical problem and legislation should be
made to ensure that these LGBTQ members acquire similar
medical attention as that of the other members of the society.
Companies have also been reported to deny LGBTQ members
the chances of getting employment. As long as one has the legal
documents that make him or her qualify for a job, sexual
perspective should not become a hindrance to employment. A
recent study on LGBTQ workforce discrimination indicates that
23 percent of the members of this community lack jobs due to
discrimination by companies and other work organizations
(White et al., 2017). Specifically, 11 percent of the LGBTQ
respondents interviewed in China claimed to have been
disqualified in employment interviews just because of such sex
stereotypes. In Philippines, 12 percent of them reported to have
been bullied once they were given the employment opportunity.
LGBT players still face a daunting struggle with regards to
acknowledgment and equivalent open door in sports. Consider
that almost 30 percent of LGBTQ competitors report being
harassed and assaulted for sex articulation while taking part in
games clubs. The situation is even worse with regards to college

and university sports.
The Campus Pride LGBTQ National College Athlete Report
carried out in 2012 uncovered that 39 percent of LGBTQ
competitors have been harassed because of their sexual
personality (Rigda, 2018). From these statistics, it is not a big
surprise that most LGBTQ competitors still do not feel secure
uncovering their actual characters to mentors coaches and their
fellow athletes. Progressive change is hard and generally
progresses moderately. That positively has been the situation
for LGBTQ competitors over the recent past years.
LGBTQ players have been and keep on being victimized or
stigmatized from various perspectives. Coaches now and then
request that LGBTQ competitors keep their personalities
covered up or endeavor to urge the player to deal with changing
their sexual orientation. A few colleagues attempt to shun
LGBTQ competitors through ridiculing, gossip spreading, or
urging others to stay away from contact with them (Peterson ET
AL., 2017). At times, LGBTQ competitors are physically
debilitated or have their property vandalized. Besides that, A
few coaches do not permit LGBTQ competitors on their groups
or choose to give them unjustifiable playing time. These
statistics show that in most cases the LGBTQ community is
discriminated. Laws should be set up in the workforce ministry
to protect the LGBTQ members. Strong measures should be
taken to punish those who discriminate such people. Employers
should also be cautioned of practicing discriminate acts against
the LGBTQ community members. Workers should even be
educated to treat each other in a manner that does not account to
sexual discrimination.
Conclusion
Conclusively, considering the above detailed discussion, it is
true to state that, while extraordinary progress has been made,

over the past ten years, for acceptance of the LGBTQ
community, it is still not enough. The states and our federal
government should have already placed constitutional laws into
effect that protect these people from discrimination and
prejudice. It is important to realize how much the public can
help stop the effects of discrimination against the LGBTQ
community. This can be achieved by working productively and
together to protect the LGBTQ community from prejudice in
many different surroundings. I believe our teachers and
educational environments can make a major impact on lessening
the discrimination of the LGBTQ community. One approach that
can be practiced in schools and working environments could be
sensitivity training for homosexual and anti-gay community.
This type of training would benefit the LGBTQ youths and the
school officials, as well as the administrators of different
organizations. First and foremost, let’s get these rules and
regulations in place to start making our world a better place.
Though some rules have been put in place, some have not been
fully implemented. The government and other respective
stakeholders should look into these laws to ensure that they are
fully implemented and the LGBTQ community does not face
such discrimination anymore.
References
Asplund, N. R., & Ordway, A. M. (2018). School Counseling
Toward an LGBTQ-Inclusive School Climate: Implementing the
SCEARE Model. Journal of LGBT Issues in Counseling, 12(1),
17-31.
Brettschneider, M., Burgess, S. & Keating, C. (2017). LGBTQ
politics: a critical reader. New York, NY: New York University
Press.
Bry, L. J., Mustanski, B., Garofalo, R., & Burns, M. N. (2017).
Resilience to discrimination and rejection among young sexual
minority males and transgender females: a qualitative study on

coping with minority stress. Journal of homosexuality, 1-22.
Drazdowski, T. K., & Snipes, D. J. (2016). Structural equation
modeling of the effects of racism, LGBTQ discrimination, and
internalized oppression on illicit drug use in LGBTQ people of
color. Drug and alcohol dependence, 159, 255-262.
Evans, R., Nagoshi, J. L., Nagoshi, C., Wheeler, J., &
Henderson, J. (2017). Voices from the stories untold: Lesbian,
gay, bisexual, trans, and queer college students' experiences
with campus climate. Journal of Gay & Lesbian Social Services,
29(4), 426-444.
Haines, K. M., Boyer, C. R., Giovanazzi, C., & Galupo, M. P.
(2018). “Not a Real Family”: Microaggressions Directed toward
LGBTQ Families. Journal of homosexuality, 65(9), 1138-1151.
Mayo, C. (2014). LGBTQ youth and education: policies and
practices. New York: Teachers College Press, Columbia
University.
Morrison, M. A., Bishop, C. J., & Morrison, T. G. (2018). A
systematic review of the psychometric properties of composite
LGBTQ prejudice and discrimination scales. Journal of
homosexuality, 1-22.
Peterson, C. H., Dalley, L. M., Dombrowski, S. C., & Maier, C.
(2017). A Review of Instruments that Measure LGBTQ
Affirmation and Discrimination Constructs in Adults. Journal of
LGBT Issues in Counseling, 11(4), 230-246.
Rigda, R. S. (2018). Reputational Challenges in the Olympics:
The LGBTQ Paracrisis in Sochi. In Reputational Challenges in
Sport (pp. 116-128). Routledge.
Scheer, J. R., & Poteat, V. P. (2015). Mental Health Concerns
among LGBTQ Youth in Schools. In Critical Issues in School-
based Mental Health (pp. 113-125). Routledge.

Schultz, N. L. (2017). Discrimination Against LGBTQ
Employees: Effects on Social Identity and Job
Satisfaction(Doctoral dissertation, University of Wisconsin--
Stout).
Tucker, J. M., Brewster, M. P., Grugan, S. T., Miller, L. M., &
Mapp-Matthews, S. M. (2018). Criminal Justice Students’
Attitudes Toward LGBTQ Individuals and LGBTQ Police
Officers. Journal of Criminal Justice Education, 1-28.
Wang-Jones, T., Alhassoon, O. M., Hattrup, K., Ferdman, B.
M., & Lowman, R. L. (2017). Development of gender identity
implicit association tests to assess attitudes toward transmen
and transwomen. Psychology of Sexual Orientation and Gender
Diversity, 4(2), 169.
White, A. E., Moeller, J., Ivcevic, Z., Brackett, M. A., & Stern,
R. (2017). LGBTQ Adolescents’ Positive and Negative
Emotions and Experiences in US High Schools. Sex Roles, 1-15.
a Power point presentation based on your research project
(paper attached).
The 10-15 slide presentation should coincide with the Final
Project. Be sure and include a:
· Cover slide;
· Slides that coincide with the Final Project;
· Reference slide.

Chamberlain College of Nursing NR 305 RN HEALTH ASSESSMENT .docx

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