Thematic Pathway Connections

My UB Experience

I’m Lian Mengting, currently a student at the University at Buffalo. I live in New York. I am

passionate about people and healthcare as well as committed to positively influencing patients’

lives. My studies have given one solid foundation in patient care, nursing practice and human

anatomy, which are vital for my future as a skilled nurse. My career goals are to offer

compassionate, culturally and high-quality patient care. I want to also advance in my nursing

career, which will provide in better work opportunities. During my period at University at

Buffalo, I enjoyed all the courses with one of them being human anatomy.

I did a lot of research before settling on University at Buffalo. This university has continually

advanced society via research as it is involved in transformative and collaborative research. It is

also famous for its strong academic programs, which allowed me to learn significant things on

developmental psychology, culture, health, and Illness among others. The University offer a

broad range of courses and programs, enabling learners to pursue their academic interests as well

as career goals.

Even though I enjoyed my time at the university, I have not engaged in many activities outside

classes. However, I worked part-time in a nursing home. During my period here, I had a chance

to offer healthcare and educate patients at the facility. I have had a chance to interact with

patients and their families from different backgrounds, which allows me to understand the unique

problems they encounter in accessing and getting healthcare. Such an exposure has substantially

broadened my perception on healthcare disparities as well as reinforced the significance of

culturally competent care. This experience has allowed me to employ me critical thinking skills
in solving problems and decision-making. I consider this experience as highly crucial to my

capstone project as it shows the practice use of my academic content. It has also assisted me to

become a well-round and better student by giving real-world examples for my study, improving

my clinical skills. Furthermore, it has substantially solidified my dedication to purse a nursing

career that focuses on addressing health disparities.

Foundations

During my Foundation course in Human Anatomy, the following course title LAWDG

203 SCB203, I studied at LaGuardia Community College, where I gained proficiency in

cardiovascular physiology. This particular type of skill has been highly beneficial in my capacity

as a nurse since it allows for a better understanding of the severity of the patient’s conditions or

the execution of clinical care.

My area of improvement during the Human Anatomy course was comprehending the

cardiovascular system physiology. This involves the heart's chambers, the blood vessels, and

how blood is circulated throughout the whole system. A health professional must possess this

skill because it is the foundation for paying attention to the progress of cardiovascular diseases

and the subsequent management of those conditions.

This shaped the learning experience, which was a combination of theoretical and

practical experiences in acquiring this skill. The lecture content of the course comprised minute

descriptions of the heart, arteries, veins, and capillaries. We looked at activities such as

heartbeating, blood pressure regulation, systemic circulation, and pulmonary circulation.

The practical aspect took a considerable part of the course, where we initialized the study

of the different models of the heart as well as dissection. These practical sessions were very
beneficial for me since they helped me feel the physical architecture of the heart and the position

of various elements in it. Concept mapping was also used to practice a hands-on approach and

teach the functions of the heart, which offered a kinetic feel of the cardiovascular system.

Ideally, one of them has many references to a specifically detailed study conducted on the

electric conduction system of the heart. Observations made in various practical activities

enumerated above and simulations showed me how electrical impulses control heart rate, and

disorders of this mechanism lead to the occurrence of cardiac arrhythmias. This knowledge is

necessary to reinforce ECG interpretation and handling of cardiology patients.

It is worth stating that the knowledge of cardiovascular physiology has been extremely

beneficial to me in my professional career as a nurse. It enables me to operate and make sense of

data from specific medical equipment used in the evaluation and management of patients. For

instance, in surgeries with patients, I monitor their intraoperative variables using systems that

indicate heart rate, blood pressure, and oxygen saturation, among other variables. Cardiovascular

physiology helps me understand these readings and make the right decisions for my clients. This

is even more important when contingency measures must be taken to address a patient's unstable

condition.

A more specific combined use of this skill involves applying arterial lines, allowing

continual blood pressure monitoring. Understanding this and the implications of the readings

helps me correctly monitor patients with unstable cardiovascular profiles. The availability of

these data in real-time enables the alteration of such treatment regimes and would prevent any

harm that may be occasioned to patients by such regimes. Also, guardianship of central venous

pressure (CVP) monitoring has been of help in evaluating the patient's fluid and cardiac status.

Knowing CVP's correlation with venous return assists me in making proper decisions concerning
the amount of fluid to administer and the action plan for managing it. This is especially the case

in the critical care areas of practice, where proper management of fluids can be known to be a

major determinant of outcomes.

The Human Anatomy course (SCB203) has been significant to my professional

experience because it provided basic knowledge that I need in my practice. It also benefits me by

improving my clinical skills and knowledge as well as my postgraduate and specialization

studies in nursing. Directly, knowledge of cardiovascular physiology that consolidates

knowledge and identifies the need for further study contributes to patients' outcomes and high-

quality healthcare. Indeed, the skills learned from this course are rather fundamental to

performing my tasks as a nurse in my daily practice. They help me discharge my duties with

confidence and accuracy, meaning that I can deliver the best results to my patients. Not only will

the information learned in Human Anatomy help me think through questions relating to further

education, like advanced nursing courses and possibly a master's degree, but more broadly, the

information learned in this class is fundamental. Sophisticated courses in physiology, pathology,

and pharmacology will integrate this anatomical information and help me comprehend various

diseases and treatments for them. This strong foundation will equip me to work effectively in

specialized areas, engage in research, and deliver patients exceptional care.

Thematic Pathway Connections

Health: This pathway examines health promotion as well as the prevention and treatment of

diseases and disability. It investigates the causes of diseases and defines health as a state of

mental, social, and physical well-being rather than the absence of infirmity or disease. This

themes reaches into the effective management of healthcare delivery systems, social dynamics,
ethics, technologies, and economics related to health and wellness. It encourages students to

think of how societies in the world construct health as well as respond to diseases; the changing

experiences and meaning of illness and health as well as the future of healthcare and medicine.

It considers

The role of the creative arts in the healing journey.

The importance of better living via scientific advancements.

The historical health evolution, societal expectations and acceptable treatment standards.

PSY 336 LEC Developmental Psychology

This courses focuses on major development changes in human cognition, behavior, social life,

and personality using perspectives from different theories across human lifespan. It teaches

students on continuity, which views development as smooth and gradual where there is homeotic

and heterotypical continuities. It explains the different causes of development like exogenous

and endogenous. It employs various development theories proposed by theorists such as Erikson,

Piaget and Vygotsky to elaborate the different stages of development in infants, children,

teenagers, and adults. The course consists of some studies that elaborate more on human

development and behavior. It explains the cognitive, social, and physical changes related to

aging and problems linked to end-of-life.

PHI 115LEC Critical Thinking

This course examines methods of decision-making, problem solving and examining advantages

and disadvantages of an issue; data organization; formation of strategies and providing reasons;
cultural, perceptual, emotional, expressive, and intellectual hindrances to thinking as well as

simple statistical fallacies and inductive reasoning.

GGS 109LEC Introduction to Sexuality Studies

This course defines sexuality and the relation of sex to gender. This course introduces students to

a survey of meanings and to the cultural, social, legal, and religious practices that influence how

people are created, policed, ad understood. It also examines the creation of the homo/hetero

binary as well as the associated hierarchization according to sexual identity that is caused by this

creation. This course examines the practices and history of gay and lesbian liberation

movements, the fight for equality and the effect of the AIDS crisis.

University at Buffalo. (2024). GGS 109LEC Introduction to Sexuality Studies.

https://www.buffalo.edu/globalhealthequity/student-work/degree-programs-and-

courses.host.html/content/shared/www/globalhealthequity/courses/ggs-109-intro-to-sexuality-

studies.detail.html

Even though there are several connections between the three courses, the most evident one is the

health connection between developmental psychology (PSY336 LEC) and introduction to

Sexuality Studies (GGS 109LEC). They are related via their examination of human identity and

development, which have significant effects for understanding and dealing with health-related

problems.

For example, PSY 336 focuses on physical, cognitive, and social changes across human lifespan

that is directly linked to understanding health. Besides, it covered different human development

stages, involving end-of-life problems and aging, which are vital for understanding mental and

physical changes. Similarly, in GGS 109 we examined the legal, cultural, and social components
of sexuality and how it affects identity and health. We also explored the impacts of sexual

identity as well as related movements that can substantially influence public and personal health

outcomes.

Even though development psychology and Introduction of sexuality studies are well connected,

there are some differences in their disciplinary approach. For example, PSY 336 is based on

psychology, primarily developmental psychology. This course employs research and theories to

analyze how people change and grow over their lifespan. We used longitudinal studies and

experimental research to research more on human development. We focused on theoretical

frameworks by theorists such as Piaget and Erikson. On the other hand, in GGS 109, we drew

information from gender studies, cultural studies, and sociology. We examined how gay and

lesbian liberation movements influenced health disparities and health provision to the LGBTQ

members. We also examines various cultural practices, historical events, and societal norms

linked to gender and sexuality.

Global Pathway Connections

Language and culture: The increased diversification around the world necessitates increased

cultural knowledge and competence. Globalization opened up the world, making people from

different cultural backgrounds to live in one place. This pathway is essential as it concentrates on

the intersection of culture, language, and global perception. Courses in this pathway need

proficiency in at least one language other than the native language of the student. It also focuses

more on the study of different cultures, involving their social practices, values and traditions.

SOC 348LEC Urban Sociology

This course involves studies from different scholars on suburbs, metropolises, and cities. It

explores thee scholars’ ideas taking into account a sociological approach to city life and urban

trends. It focuses more on research and sociological theories regarding the development and

consequences of city life and cities, the causes of inequality, the spatial patterns of metropolitan

areas.

University of Buffalo. (2024). SOC 348LEC Urban Sociology.

https://catalogs.buffalo.edu/preview_course_nopop.php?catoid=1&coid=3821

APY 106LEC Introduction to Cultural Anthropology

The course define culture and it influence in people’s understanding of the world and their

behavior. “How do cultural anthropologists approach the study of human societies and what

methods do they use to do research?” These are some questions that are examined in this class.

Students are introduced to ethnographic theories and methods of cultural anthropology. The goal

is to increase student’s knowledge of their culture and that of other cultural groups globally. It

also examines crucial ideas on society and culture that have influenced cultural anthropology. It

also studies the key institutions of social organization, culture-language, religion, expression, and

politics artistic in their traditional ethnographic aspect and their changes via modernization and

cultural interactions.

APY 275LEC Culture, Health, and Illness

This course typically examines the connections between cultural practices, beliefs, and health. It

explores how various cultural factors influence views and perceptions of health behaviors,

illness, and medical practices of various communities. Through different case studies, it teaches

on how medical anthropologists study explanations of illnesses, social organization of

healthcare, and suffering experiences. It also analyzes Western medicine also known as

biomedicine. It discusses how the provision of biomedical healthcare entails specific knowledge

of the body and the proper social relationships. Other than that, it places significant emphasis on

how stories shred by institutions and people pertaining to human agency in sufferings influence

personal convictions on how to care as well as whom to care. The overall goal of this course is to

educate learners to thing about disease, medicine, and health in global, national, and cross-

cultural terms.

University at Buffalo. (2024). APY 275LEC Culture, Health, and Illness. University at Buffalo

Degree & Course Catalog. https://catalogs.buffalo.edu/preview_course_nopop.php?

catoid=1&coid=196

Even though there are numerous connections in the between the above courses, the most evident

is the health connection between APY 106LEC Introduction to Cultural Anthropology and APY

275LEC Culture, Health, and Illness. These two courses are closely related as they examine

various cultural aspects and components. Introduction to Cultural Anthropology offers

foundational information about society and culture, which is vital for understanding the different

cultural influences in health and illness examined in Culture, Health, and Illness.

Introduction to Cultural Anthropology gives core information regarding cultural anthropology,

involving major concepts, methodologies, and theories. We learned more on diversity of human

cultures, belief systems, practices, and social structures. This foundational knowledge is crucial

to Culture, Health and Illness, which employs anthropological principles to particular health and

illness context. The basic cultural anthropology concepts helped us to understand how various

cultural factors shape health-related beliefs and behaviors. Also, APY 106LEC introduced us to

the cultural relativism concept, the idea that a person must know another culture on its terms
with no ethnocentric bias. Such a perspective is vital for investigating health beliefs and practices

in various cultural contexts. Similarly, APY 275LEC allowed us to employ the cultural

relativism context for analysis of how various cultures view and manage health and diseases.

Understanding different cultural health perceptions can result in more culturally sensitive and

effective health practices.

Even though APY 275LEC and APY 106LEC have some similarities on how to deal and view

health and diseases, they each approach them from a different disciplinary perspective. For

instance, in cultural anthropology, we covered a wide range of cultural phenomena, giving us a

better understanding of cultural institutions functioning and cultural diversity. On the other hand,

on culture, health and illness, we focused more on how various cultural factors affects health,

healthcare systems, and illness. APY 106LEC relied more on comparative analysis and

ethnographic methods to study and examine cultures. In contract, in APY 275LEC, we used

different interdisciplinary strategies, integrating techniques and tools from health sciences and

anthropology to examine the cultural health dimensions.