NRS 428 Vulnerable Populations Discussion

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NRS 428 Vulnerable Populations Discussion

NRS 428 Vulnerable Populations Discussion


DQ1 Compare
vulnerable populations. Describe an example of one of these groups in the
United States or from another country. Explain why the population is designated
as “vulnerable.” Include the number of individuals belonging to this
group and the specific challenges or issues involved. Discuss why these
populations are unable to advocate for themselves, the ethical issues that must
be considered when working with these groups, and how nursing advocacy would be

DQ2 How
does the community health nurse recognize bias, stereotypes, and implicit bias
within the community? How should the nurse address these concepts to ensure
health promotion activities are culturally competent? Propose strategies that
you can employ to reduce cultural dissonance and bias to deliver culturally
competent care. Include an evidence-based article that address the cultural
issue. Cite and reference the article in APA format.

In the early stages of your research, you will need to decide on a population to study. There are many different factors that may guide the selection of your study population, such as your research aims and the anticipated availability of participants. One important factor that you need to consider in your selection is whether the population is considered a vulnerable population.

So, what exactly is a vulnerable population? A vulnerable population is a group of people that requires greater protection than normal against the potential risks of participating in research. Individuals in vulnerable populations may have a higher risk of negative outcomes as a result of participating in a research study, they may have a reduced capacity or ability to give consent, or they may (for other reasons) have special legal protections. Below is a list of populations that Institutional Review Boards (IRBs) commonly consider to be vulnerable:

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  • Children (i.e., minors or individuals under the legal age of consent)
  • Individuals who are incarcerated (i.e., prisoners)
  • Residents of a facility (such as a mental health facility, nursing home, treatment center, etc.)
  • Individuals with a life-threatening illness or condition (e.g., cancer, HIV/AIDS)
  • Individuals with a debilitating mental health condition or cognitive impairment
  • Pregnant women
  • Victims of traumatic events (e.g., abuse, natural disasters)
  • Individuals involved in a crisis (e.g., war, natural disaster)
  • Individuals who are economically disadvantaged
  • Individuals who are not fluent in the language the study is being conducted in (e.g., non-English speakers in studies conducted in the United States)
  • Elderly individuals (e.g., 65 years old or older)
  • Subordinates of the researcher (e.g., students, employees)

If you are studying a vulnerable population, the IRB will often require you to have specific procedures in place to protect your participants. For instance, if you are studying children, you will need to have procedures for obtaining assent from the child, as well as consent from their parent or legal guardian. In any research involving vulnerable populations, the IRB will heavily scrutinize your study, not only in terms of its procedures but also its merit. In other words, you will need to demonstrate to the IRB that your study procedures are ethically sound, that the risks to participants are as minimal as possible, and that the scientific contributions and potential benefits of your study are significant enough to warrant exposing vulnerable individuals to the risks and burden of research participation.


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