| Course | NR 222 Health and Wellness |
|---|---|
| Week | 4 |
| Paper type | Cultural assessment |
| Length | About 1,110 words, 4 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | BSN (pre-licensure) |
| Updated | October 2026 |
Free sample paper for NR 222 Week 4
Cultural Assessment: One Ethiopian Orthodox Household, Two Fast Days a Week and a Grandfather on Insulin, Asked Rather Than Assumed
Student Name
College of Nursing, Chamberlain University
NR 222: Health and Wellness
Instructor Name
Month Day, Year
Cultural Assessment: One Ethiopian Orthodox Household, Two Fast Days a Week and a Grandfather on Insulin, Asked Rather Than Assumed
Locating the Household
This assessment describes one household, not a community. The Tesfaye family, whose names and some details have been changed, lives in a two-bedroom apartment in Minneapolis. Ato Bekele, 72, the grandfather, came to the United States eleven years ago; he speaks Amharic and a little English. He has type 2 diabetes treated with insulin glargine at bedtime and glipizide in the morning. His son Dawit, 44, is a hospital parking supervisor; Dawit's wife, Selam, 40, is a home health aide; their daughters are 14 and 9. Everyone except Ato Bekele is fluent in English.
The assessment was carried out over two home visits, in English with Dawit and Selam, and in Amharic with Ato Bekele through a professional telephone interpreter. In the model set out by Campinha-Bacote (2002), competence is something a nurse keeps developing, and one of its parts is the cultural encounter: direct contact with people of a background different from one's own. That encounter is the part this assessment relies on most: what this family told me, rather than what I had read about Ethiopian families before I arrived.
What Is Actually Done
I asked small, answerable questions and wrote down the answers.
Fasting. The family belongs to the Ethiopian Orthodox Tewahedo Church and, as Dawit explained, fasts on Wednesdays and Fridays for most of the year and for a longer period before Easter. On fast days, they eat no meat, dairy or eggs, and Ato Bekele does not eat or drink anything until about 1500. The children eat breakfast on fast days; the adults do not.
Colds and minor illness. Selam makes a tea with ginger, garlic and honey for coughs and colds, and uses it alongside anything the pharmacist recommends.
Holy water. Ato Bekele visits the church for holy water when he feels unwell and drinks it at home; he said it does not replace his medicines.
Decisions. For any serious health decision, Ato Bekele consults Dawit, and Dawit said he would also call his older sister in Seattle. Ato Bekele said the decision is his own but he wants his son to hear the doctor's words.
Language. Serious conversations with Ato Bekele must be in Amharic. His granddaughter sometimes interprets at appointments, which he said he does not like for private matters.
Modesty. Ato Bekele prefers a male clinician for physical examinations and would accept a female one with his son present.
Beliefs, Attributed
Each belief here belongs to the person who said it. Ato Bekele said that fasting is an obligation he will not give up and that God gives strength to those who fast. He also said, "The doctor told me not to fast, but he doesn't understand." Dawit said he worries about his father on fast days but respects his choice. Selam, who works in home health, said she has seen other older adults become confused on fast days and has told her father-in-law to test his sugar at noon, which he sometimes does.
I record these as the family's beliefs and practices. Other Orthodox families, and other members of this one, may fast differently; the assessment does not generalize from them.
How Care Has Gone Before
The family's past experience shapes what they will accept. Ato Bekele said his first doctor in the United States told him to stop fasting and did not ask why he fasted. He stopped telling doctors about it. Dawit said that twice in the past year his father has felt "shaky and sweaty" in the early afternoon on a fast day, and once was found sitting on the floor of the kitchen, confused, by his granddaughter. He recovered after drinking juice. His doctor was not told.
What I Brought With Me
Before the first visit, I had read a short summary of Ethiopian health beliefs and had expected the family to prefer traditional remedies over medicines, to defer entirely to the eldest male, and to be reluctant to discuss illness. Each of those expectations turned out to be partly wrong for this family. Selam uses her ginger tea alongside pharmacy medicines, not instead of them. Ato Bekele said the decisions are his and that he wants his son present, which is different from deferring to him. And the family talked openly about the afternoon episodes once someone asked about them in a way that did not start with telling him to stop fasting.
I record this because it is the most useful thing the assessment taught me about my own practice. A summary of a group's beliefs gave me questions worth asking, but it would have been a poor substitute for the answers. If I had written this assessment from the summary, I would have recommended that the family be counseled against traditional remedies and that decisions go through Dawit, neither of which matches what they told me.
Findings Turned Into Constraints
The findings do not become recommendations that ignore them; they become constraints that any plan must fit.
Fasting will continue. A plan that tells Ato Bekele to stop fasting has already failed with him once. The constraint is to make fasting safer, not to end it. Because he takes glipizide in the morning and does not eat until 1500 on fast days, his risk of low blood sugar is highest in the late morning and early afternoon, which matches the two episodes Dawit described. The recommendation is for his primary care provider, with an Amharic interpreter present, to review his diabetes medicines specifically for fast days, since the choice of medicine and dose on those days is a prescribing decision. Until then, the family agreed that he will test his glucose at 1100 and 1300 on fast days and that Selam will teach him and both granddaughters the signs of low blood sugar and the 15-gram juice treatment, which Ato Bekele said his priest has told him is allowed when a person is ill.
Language and privacy. Future appointments will use a professional Amharic interpreter, not his granddaughter, and Dawit will attend.
Examinations. The clinic will be asked to schedule a male clinician where possible.
The unreported episodes. With Ato Bekele's permission, Dawit will tell the doctor about the two afternoon episodes at the next visit, which the family now understands are the reason for the review.
References
Campinha-Bacote, J. (2002). The process of cultural competence in the delivery of healthcare services: A model of care. Journal of Transcultural Nursing, 13(3), 181-184. https://doi.org/10.1177/10459602013003003
What the NR 222 Week 4 assignment asks for
The Week 4 assignment asks for a cultural assessment of a person or family, often guided by a model such as Campinha-Bacote's process of cultural competence or a heritage assessment tool. Expect questions about health beliefs, practices, communication, decision making and past experiences with health care. Length runs to a few pages in APA, one scholarly source is the floor, and real names stay out. Points follow findings gathered from the family rather than general facts about a group. You will likely be asked to reflect on your own assumptions. Strong papers turn what they learned into specific considerations for care, so a finding never sits on the page without affecting the plan.
How this NR 222 Week 4 example is built
The paper locates one household and explains that interviews used English and a professional Amharic interpreter, framed by Campinha-Bacote (2002). Findings are short labeled answers: fasting, colds, holy water, decisions, language and modesty. A section on beliefs quotes the grandfather on fasting and states that other families may differ. Past care shows why he stopped mentioning fasting to doctors. The writer then lists three expectations brought from a summary, each proven wrong. The closing section turns findings into constraints: safer fasting rather than none, given glipizide and no food until 1500, a professional interpreter instead of his granddaughter, and a male clinician where possible. Each constraint is written so the next clinic visit could act on it.
Where the points sit in the NR 222 Week 4 rubric
Cultural assessment rubrics commonly reward thorough data on beliefs and practices, accurate attribution, self-reflection, application to care and APA writing. Most of the grade sits in the data and how it is used, which is why each practice here was asked about and recorded. Attributing beliefs to individuals avoids the stereotyping that many rubrics penalize. The reflection row is met by naming three expectations and showing each one fail. Application scores when findings change the plan, and the fasting and medication constraint does that clearly. Using a recognized cultural competence model meets the theory criterion. Careful language about home remedies, described as information rather than error, matters too. Anonymity of the family is often checked as well.
Common NR 222 Week 4 mistakes, and how to avoid them
The most expensive error is writing about a whole group instead of the household in front of you. Close behind is a plan that ignores what you found, such as diet advice that lands on a fast day. A polite closing line about respecting differences does not count as applying anything. Attributing one person's belief to a community, treating an English-speaking family as having no culture to assess and calling a home remedy a mistake all lose points. Ask whether the family ever felt dismissed by a clinician. If the family seems just like you, look harder at decisions and routines. Send your section's model and interview notes for a draft built on them.
Get a NR 222 Week 4 example written to your instructions
Send your section's instructions or rubric and a custom example is written to them and comes back inside 24-48h, the first one free. Tell us if your classroom names a particular assessment model or requires the interview questions to be submitted with the paper, and the example is built around that requirement rather than beside it.
More NR 222 papers and pre-licensure samples
- NR 222 Week 1: What Is Health? Discussion Post
- NR 222 Week 2: Wellness Self-Assessment
- NR 222 Week 3: Family Assessment Paper
- NR 222 Week 5: Teaching Plan
- NR 222 Week 6: Community Resource Brief
- NR 222 Week 7: Health Promotion Project
- NR 222 Week 8: Reflection
- NR 224 Week 4: Vital Signs Write-up
- NR 103 Week 4: APA Formatting Exercise
- NR 226 Week 4: Care Plan
- NR 452 Week 4: Evidence Appraisal
NR 222 Week 4 questions, answered
What if the family seems just like me?
Then the assessment is harder and more interesting, because the assumptions are invisible from inside. Ask the same concrete questions anyway: who gets consulted, what is taken first, which day is protected, what a serious conversation sounds like. Similarity is not absence of culture, and papers that report finding nothing usually stopped asking after the second question.
Is it safe to write about a home remedy?
It is information, and the assessment wants it recorded neutrally: what is used, when, alongside what, and who recommends it. The clinically relevant question is whether anything interacts with a prescription or delays care that matters, and that question can be asked without any suggestion that the practice is foolish. Papers that flinch from the topic lose the finding entirely.
How do I avoid stereotyping the family?
Attribute everything. If the mother said the family does not discuss illness with the children, the paper says that she said it, which is accurate and also stronger. General background reading can appear, clearly labeled as background, but it never gets to fill a gap in your interview. The test is whether a reader can tell what came from a person and what came from a source.
Where can I find a free NR 222 Week 4 sample paper?
The whole Week 4 cultural assessment of the Tesfaye household, from the fasting findings to the constraints placed on the grandfather's diabetes plan, is printed below with margin notes.
How does the NR 222 Week 4 example handle the grandfather's fasting?
It treats fasting as a fixed constraint and plans to make it safer around his morning glipizide, rather than repeating an earlier doctor's instruction to stop that he ignored.