EHR

Assume you have been hired as a Manager by a local Physician office and entrusted with the responsibility of implementing Electronic Health Record (EHR). The EHR would be acquired from the commercially available EHR systems on the market (called off-the-shelf). Your first assignment is to list and describe features of commercially available EHR systems for the selection of the desired functions for the Physician office. In a 2-4 pages report as Word document, address the following:

  1. List features of the commercially available EHR systems for the Physician office. 
  2. Describe the function(s) of each feature and its application for the healthcare managerial processes. 
  • Include a title page and reference page. 
  • Use appropriate APA-formatting.
  • Use at least 2-3 credible sources of information as references and submit by Tuesday mid-night.

A 34-year-old patient was treated for a urinary tract infection (UTI) and has not responded to antibiotic therapy. Which of the following actions should be taken next?

A 34-year-old patient was treated for a urinary tract infection (UTI) and has not responded to antibiotic therapy. Which of the following actions should be taken next?

A 34-year-old patient was treated for a urinary tract infection (UTI) and has not responded to antibiotic therapy. Which of the following actions should be taken next?
a. Send a urine specimen for microscopy looking for fungal colonies.
b. Increase the dose of antibiotic.
c. Order a cytoscopy.
d. Order a different antibiotic.

REGULATING PROFESSIONAL PRACTICE

REGULATING PROFESSIONAL PRACTICE

Compare the roles of state board of nursing with the role of professional organizations in regulating professional practice. What are the major methods of credentialing? List the benefits and weaknesses of each method from the standpoint of protecting the public and the protection of the professional scope of practice

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Hallway Medicine: The Current Problem in Canadas Health Care System


Hallway Medicine: The Current Problem in Health Care System

Yes, there are on-going issues about the Canadian health care system such as drug costs, access to service, long-term care needs, and more. However, there is a major issue that needs to be addressed by the Canadian government. This one main issue in the Canadian health care system is hallway medicine. Hallway medicine is defined “when patients are waiting for a hospital bed in an unconventional or unexpected location. This could be a hallway, or another space within a health facility that was not designed for using the space in this particular way” (Ministry of Health and Ministry of Long-Term Care). This issue is important because it is an issue that needs to be addressed in the health care system because Canadian citizens were promised universality in the health care system. Also, it negatively affects the patients who are waiting too long for beds in hallways or meeting rooms. This means that patients are receiving care in unconventional spaces that do not provide care, rest, and support. While the rates of people visiting the hospital increase, the capacity of hospitals increase which creates overcrowding. This issue developed because provinces like Ontario has limited services of home-care or long-term care and a minimum supply of beds available for patients. Hallway medicine is a current problem in Ontario according to The Ministry of Health and Ministry of Long-Term Care. In this essay, I will discuss that hallway medicine is a major issue in the Canadian health care system that needs to be addressed. Hallway medicine is contributed by longer wait times for patients in need, patients receiving treatments in unconventional spaces, and difficulty of navigating the health care system. The Canadian government needs to solve this issue to fulfill its promise of universal health care for all Canadian citizens.

The first point on hallway medicine is contributed by longer wait times in hospitals, especially Ontario. Hospitals in Ontario tend to be overwhelmed due to many patients seeking access to the health care system by seeing doctors or specialists. According to a report, it states, “Crowded hospital emergency departments across Ontario are under pressure to care for an increasing number of patients. Visits to Ontario’s emergency departments increased by 11.3% over the last six years, to 5.9 million in 2017/18 from 5.3 million in 2011/12” (Health Quality Ontario 2018). In the increasing number of patients have visited the hospitals in Ontario are results of longer wait times. Long wait time is the number one reason why hospitals in Ontario are overcrowded. The current situation is not long wait times to see a doctor, it is patients waiting in unconventional spaces waiting for long periods for a hospital bed. The report also states, “People spent an average of nearly 16 hours in the emergency department before being admitted to the hospital in 2017/18 more than 2 hours longer than in 2015/16, and the longest it’s been in six years” (Health Quality Ontario 2018). This proves that people are waiting too long to being admitted to hospitals last year. Since hospitals tend to get overcrowded because the older population are in hospital beds for too long. These statistics proved that patients are waiting too long in emergency rooms instead of being admitted to hospitals. The Canadian government needs a strategic plan to reduce the wait times that can give a breathing room for the health system or reduce the wait times for home-care or long-term care for the older population which takes up a majority of the beds in hospitals. If the government reduces the wait times in hospitals, the increasing rates of overcrowding in emergency departments or rooms will decrease over time. Thus, hallway medicine will no longer be a current problem in Ontario because reduced wait time will help patients seek doctors or specialists. This issue involves patients, the system in hospitals, and caregivers and health care providers. First, this issue involves patients because most patients with chronic or complex conditions need access to care as soon as possible. Second, this issue involves the system in hospitals because it is very hard for others to access and navigate the system. Finally, this issue involves caregivers and health care providers because these workers are pressured, which leads them to mentally and physically stressful and extremely overworked to provide care and health.

The second point on hallway medicine is contributed by too many patients waiting and receiving treatment or care in unconventional spaces. Unconventional spaces such as hallways or meeting room are used by patients, instead of beds. Patients are spending more time waiting in hallways and rooms for hospital beds. Patients should not be treated in such unconventional spaces because these spaces do not provide care, rest and support. Hospital beds are ideal for patients with major conditions because beds provide care, rest and support. The government must fulfill its promise of universality in the health care system. The Canada Health Act (1984) Section 3 states “continued access to quality healthcare without financial or other barriers will be critical to maintaining and improving the health and well-being of Canadians” (Canada Health Act 1984). This means that any Canadian citizen has the right to access the health care system without any barriers. However, in today’s world, it is very difficult to access the system because hospitals are faced with the issue of hallway medicine. Overcrowded emergency rooms or department must be resolved. Patients with serious conditions waiting for a hospital bed, they are more likely to decline than other patients with minor conditions. Hallway health care is not safe to provide treatments to others. Beds in hospitals need to be available at all time, not being used for the older population where they can be placed at home-care or long-term care. On October 3rd, 2018, the Premier’s council was formed and its number one goal was to improve the health care system and tackle hallway medicine. The Premier’s council provided strategic plans, actions, and recommendations for a solution to this current problem in Ontario. The Premier’s council hopes that their plans improve the health of Ontarians, increase the rate of satisfaction of patients, effectively and efficiently use of taxpayer’s money and decrease wait times (Ministry of Health and Ministry of Long-Term Care).

The third and final point on hallway medicine is contributed by the difficulty of navigating the health care system. A lot of people visit the hospitals whether if they have a minor condition or major condition. However, most of the people are not getting proper care because they did not know they are other facets of the health care system like community care. For example, if a person with mental illness comes to the hospital to visit a doctor, they would not get the same care where they can get the right kind of care from a mental health center or community care. Another example, a person who has a common cold does not need to go to the emergency room to see a doctor. The person can go to their local medically center or walk-in clinic. The point is that most people do not need to go to the hospital, only if they have a serious, chronic, and complex conditions which requires seeing a doctor. People that go to the right kind of care is more likely to deal with by specialists than waiting in the emergency room. However, there are limited services of community centers and primary care in Ontario. The lack of services and increased amount of people being admitted to hospitals which causes longer wait times and overcrowding in emergency rooms is a recipe of disaster. The obstacles to its resolutions are increasing rate of patients coming into hospitals and waiting for long periods for a bed, limited supply of beds in hospitals and both patients and hospital workers are extremely stressed.

Hallway medicine is the current problem in the Canadian health care system, especially here in Ontario. Hallway medicine is when people in an emergency room or department are waiting for a hospital bed in unusual spaces like a hallway or meeting room. This is an issue that needs to be addressed by the Canadian government because it affects the patients who are waiting too long for beds in hallways or meeting rooms. Patients did not get the proper care, rest, and support in these unexpected spaces. These spaces are not meant for use to treat patients who have chronic conditions or complex medical needs. Hallway medicine is contributed by longer wait times for patients in need, patients receiving treatments in unconventional spaces, and difficulty of navigating the health care system. First, longer wait times in hospitals are the reason why hallway medicine exists in today’s society. Patients are waiting too long for hospitals beds due to the older population that take up the hospital beds. Provinces like Ontario does not have enough supply of beds in hospitals. Second, patients are receiving treatments in unexpected places. Patients who have serious conditions need to place on a hospital bed, not a hallway. This is why it is difficult to gain access to the health care system. The difficulty is waiting in spaces where it does not provide anything than negative for the patients. Finally, the difficulty of navigating in the health care system. People who have conditions like mental illness or depression would go to the hospital. This will increase more people visiting the hospitals for the wrong kind of care, where they can go more right kind of care than going to the hospital looking for help. In today’s society, the Doug Ford government promised to end the epidemic of hallway medicine and hallway health care. However, the Doug Ford government planning to make cuts to our public health. The Ford government must realize that cuts will not make any difference in ending hallway medicine. Dr. Raghu Venugopal, a doctor that works in the Greater Toronto Area, says that the funding of public health will lower the request of expensive and short supply of hospitals beds (Toronto Sun). In addition, hallway medicine is an issue that needs to be addressed in the Canadian health care system. The government must fulfill its promise of universal health care for all Canadians. Hallway medicine needs to be resolved because all patients in need have the right to access to health. Everyone has the right to access to health.

Works Cited

  1. Ministry of Health. (n.d.). Old Foes and New Threats – Ontario’s Readiness for Infectious Diseases – 2012 Annual Report of the Chief Medical Officer of Health of Ontario to the Legislative Assembly of Ontario – Dr. Arlene King, Chief Medical Officer of Health – Ministry Reports – Publications – Public Information – MOHLTC. Retrieved September 30, 2019, from

    http://www.health.gov.on.ca/en/public/publications/premiers_council/report.aspx

    .
  2. Let’s make our health system healthier. (2018). System Performance. Retrieved September 30, 2019, from

    https://hqontario.ca/System-Performance/Yearly-Reports/Measuring-Up-2018/hospital-overcrowding

    .
  3. Let’s make our health system healthier. (2018). System Performance. Retrieved September 30, 2019, from

    https://www.hqontario.ca/System-Performance/Yearly-Reports/Measuring-Up-2018/Wait-Times-for-Care

    .
  4. The Canada Health Act [PDF File]. (2002, June). Retrieved September 30, 2019, from

    https://www.cfhifcass.ca/Libraries/Romonow_Commission_ENGLISH/Discussion_Paper_The_Canada_Health_Act.sflb.ashx

    .
  5. Ministry of Health. (n.d.). Old Foes and New Threats – Ontario’s Readiness for Infectious Diseases – 2012 Annual Report of the Chief Medical Officer of Health of Ontario to the Legislative Assembly of Ontario – Dr. Arlene King, Chief Medical Officer of Health – Ministry Reports – Publications. Retrieved September 30, 2019, from

    http://www.health.gov.on.ca/en/public/publications/premiers_council/default.aspx

    .
  6. ArtusoMore, A., & Artuso, A. (2019, September 4). Ontario public health cuts will worsen hallway medicine: ER docs. Retrieved September 30, 2019, from

    https://torontosun.com/news/provincial/public-health-cuts-will-worsen-hallway-medicine-er-docs

    .

Reflective Assessment on Communicative Nursing

Explain why communication is important in nursing and using a reflective framework, describe how communication skills were used in practice specifically related to the use of the nursing process.

In this essay communication will be defined from a general and a clinical point of view in order to point the differences, if this is the case. The aspects and channels involved in the communication process will be briefly explored in order to show their influence, studied by Kenworhty et al (2001). With all this points considered the importance of communication in nursing will be portrayed. Following this first part, the reflective cycle developed by Gibbs (1988) (see appendix 1) will be used to evaluate and analyze a nurse to client interaction during in one of the stages of the nursing process, in order to describe how communication skills were applied in practice. Furthermore, these skills will be related to the importance of a nursing practice framework and its relevance to the current nursing standards and policies.

Watzlawick et al (1968) cited by Kenworthy et al (2001) has argued that individuals have the need to interact with each other and communication is the tool to achieve. Communication defined by Collins School Dictionary (2005). “Communication is the process by which people or animals exchange information”, this definition is a very general, it does not explain the process, aim or influences that communication carries. Instead Sheldon (2005) explains it as sharing health-related data, a process where nurse and client are sources and receivers of information. Sheldon (2005) remarks different ways to communicate such as: verbal and non-verbal or written and spoken. Finally, Sheldon (2005) suggests that nurse-client communication is not only sharing information but also building a relationship. Both definitions describe the process of passing information, although the second one analyzes more in depth about how messages can be transmitted and imply that information-exchange varies in different ambits. Sheldon (2005) adds that the communication which builds relationship is an important factor in healthcare. This point raises questions about how and what factors influence a communication process.

There are 6 aspects of communication presented by White (2000): sender, receiver, message, channel, feedback and influences. The sender is the nurse and the receiver could be a client (or a colleague). The message is the information being sent. This message is dispatched through different channels, such as verbal, visual or kinaesthetic. The feedback is the reaction of the receiver to the sent message. This helps the sender to identify whether the message is being understood properly or it has to be resend. Finally, the influences are culture, education, emotion and expectations from the interaction.

This aspects can be included in 4 types of communication as explored by Craven and Hirnle (2006). The first is written. It is based on recording or informing others about a situation or an incident occurred during a workday. This is a nurse’s key role and it is very important for the patient’s care. The second type is verbal. This is sometimes a h3 alliance and other times a weapon that might cause long-lasting misjudgement regarding the health workers presented by Stulhmiller (2000) cited by Craven and Hirnle (2006). The third is non-verbal: gestures, facial expression, space, voice tone and volume play a very important role in communication. Craven and Hirnle (2006) argues that this type is as important as the verbal. Contradictorily Druckman et al (1982) found that non-verbal communication carries more weight and has a deeper influence than verbal statements. The last type communication described by Craven and Hirnle (2006) is meta-communication. It is involves everything that is happening while the communication process is taking part. It ranges from the nurse as a worker to the hospital as a building and passing through other issues such as privacy or past experiences.

While caring for a client a nurse takes up several responsibilities and roles. There are six roles that usually can be found, studied by Peplau (1952) cited by Sheldon (2005) (see appendix 2). All these roles involve working towards a patient centred philosophy, defined by the NMC code of practice (2008). Nearly every type and channel of communication is referred throughout the entire document. A nurse looks after patients’ rights and needs, making sure all information is provided before undertaking a treatment or when working in the primary care field.

A nurse belongs to a team (the healthcare workers) therefore findings should be recorded and transmitted accurately to ensure that colleagues or services are aware of any changes on the client’s situation, as reflected on the NMC code of practice (2008). All these aspects involve communication, therefore a nurse is a communicator, sometimes a sender and sometimes a receiver of the information, viewed Craven and Hirnle (2006).               All the aspects of communication should be practiced during every minute of a shift, highlighted by Thomas (2004). However, Thomas (2004) points out that there is good and also bad communication. For example bad communication is when a client is given too much or misleading information or private and confidential data is shared with people not involved in the client’s care needs (in this case the client’s consent is needed before giving information to non-care professionals). This practice violates the clients’ rights. Although it is still communication, these actions break the NMC code of practice (2008) and the Fundamentals of Care (2003). For example, the client is given too much information or misleading information.

Following this explanation about the importance of communication in nursing, I will use the Gibbs reflective cycle (1988) (see appendix 1) in order to identify communication skills and their importance in practice.


Description:

Focused on the admission process.

Mrs. V. arrived to the ward on Thursday morning. She was confused and a bit agitated as she believed she was going shopping and never expected to be in hospital. However, her son had brought her to the ward for a 3 weeks respite while he was on holidays.

Firstly the qualified nurse in charge introduced himself politely, extending his hand and asking: “Welcome the ward I am M., your named nurse, how would you like to be called?” Mrs. V. answered: “Everybody calls me Mrs. V..” Afterwards the nurse invited her into the office, where he was going to carry out the admission process. The nurse introduced me as a student and asked Mrs. V. whether she minded my presence during the admission. Mrs. V. did not mind and did not look unoccupied about me. The nurse closed the office door and transferred the calls to the other office making sure no one was going to interrupt the admission process. The nurse sat next to Mrs. V., kept relaxed and opened body position and showed a friendly attitude. This was achieved by smiling, making her comfortable by offering a chair, also by respecting the spacing boundaries and by showing interest. The nurse explained what was going to happen during the assessment, the importance of it and reasons why it was done. The nurse made sure that Mrs. V. was aware that if she did not feel confident answering any questions, that was not going to be a problem and it was her choice and right not to answer. Once Mrs. V. understood and agreed with the way the assessment was going to be done, the nurse started to ask question regarding her daily living activities and lifestyle. Although, the nurse had read her notes forehand, he wanted to gain further information about Mrs. V’s physical health, past treatments or any difficulties when walking or standing up and to get a general picture of her. Mrs. V. was hesitant about many answers and was unsure about some past events. During this first encounter she had said several times she thought she was going shopping. The nurse patiently re-phrased the same idea (“your son brought you here, where you will stay the next 3 weeks for a respite …”) and she kept agreeing, however she would again ask about shopping. Along the assessment the nurse had been taking some notes, he always kept eye contact and formulated open questions as well as closed ones. The nurse agreed verbally and non-verbally by nodding with the head, rephrasing what it was being said and showing interest in what Mrs. V. was saying and the way she expressed it.

Following this interaction, the nurse invited Mrs. V. to come out of the office to be introduced to the staff on-duty and to show the bedroom where she was going to spend the following 3 weeks. Once Mrs. V. was familiarized with the ward layout, the nursing staff helped her to put her cloths away and put her toiletries in a named box. Mrs. V., afterwards she happily sat in the living room and started to interact with the staff and other patients.


Feelings:

When Mrs. V. was admitted I felt that the nurse was very welcoming, respectful and thoughtful when interacting with the client. Moreover, the nurse had introduced all the ward staff on-duty by their names and I was introduced as a student, and consequently Mrs. V. was asked to give her consent for me to be in the admission process.

I thought this was a homely and natural way of starting Mrs. V’s stay and she seemed less tense about the situation and settled into the ward routine quicker as she could recognize all the staff.

I was amazed to see the nurse’s good communications skills and the way they were used. The nurse, via verbal and non-verbal communication, helped Mrs. V. to feel like at home and built trust in a very short period of time.


Evaluation:

The nurse demonstrated his knowledge of the client rights, the Fundaments of Care (2003) and the NMC code of practice (2008). This was shown by treating Mrs. V. as an individual, asking her how she wishes to be address, requesting her consent for others to participate during the first stage of her stay (myself in this case), ensuring that information was given at all the time, respecting privacy and confidentiality, being patient with her feelings and assessing her situation as a whole.

During the intervention the nurse interacted with the client using genuineness and unconditional positive regard, developed by Roger (1961) cites by Sheldon (2005). These were mostly applied along the admission assessment in the office, although genuineness was a part of the whole process of the admission. This could be found in the behaviour of the staff towards the first encounter with the client. Here the nurse acts with honesty and respect towards Mrs. V., building confidence and clarifying his willing to help and understand the client’s needs and feelings.

The nurse also compiled all information of the admission process in the appropriated manner, so other members of the service or external agencies involved in Mrs. V.’s care can access accurately when preparing further interventions, such as physiotherapist appointment or O.T. team visits. Furthermore, all the members of the staff on-duty and the ones coming onto the next shift were appropriately informed about the admission, following the NMC code of practice (2008) by record keeping and sharing information procedures. Consequently, Mrs. V. care could be kept save and carried out as planned by other members of the team.

I could not see any weaknesses through this intervention. I believe there were many positives aspects, as I tried to evaluate them above. Overall, I think communication skills were used appropriately to ensure the comfort of the client and to undertake the nurse’s duty of care.


Analysis:

Firstly, I understand the need to apply the nursing process in the caring set in order to recognize individual needs and capabilities. This was described by Arets and Morle (1995) cited by Holland et al (2003) as a systematic problem solving method (see appendix 3).

Despite that assessing is a constant activity that a nurse should undertake on daily basis as needs or strengths of a client might change, exposed by Roper et al (2000), I will focus this analysis on assessment as a single action during the nursing process. Here the nurse is responsible to recognize and identify the patient’s problems, needs and capacities through observation and verbal communication. This stage involves data collection. This was done by using Roper et al (1996) Daily Activities of Living assessing tool (See appendix 4).

For the purpose of this analysis the next daily activities of living (dying, breathing and circulation, expressing sexuality and controlling body temperature) will not be included as they were not discussed during the admission assessment. However, body temperature was taken as a routine check in conjunction with other body indicators measurements.

In order to assess verbally Mrs. V’s capacity, the nurse asked closed and opened questions. The advantages of these types of questions as suggested by Sheldon (2005) are data is easily gathered, assessment of information is more complete, acknowledge of the client’s experience and also summarizing the assessment feedback is more explicit (See appendix 5). Regarding the observational data collection Holland et al (2003) give some questions that can be asked to one self for the daily activities of living assessment of Roper et al (1996) (See appendix 6). Also here it is highlighted the need to use a framework to systematically gather information in order to find or foresee possible problems.

Secondly, the nurse maintained a consistent approach when talking with Mrs. V. or asking for feedback about the information that was being given. White (2000) describes 6 aspects of communication. These are part of the whole interaction. Sometimes communication is influenced by falling into elderly people stereotypes, which may make them feel treated as simpleton or as child. Ellis et al (2003) explains this as the tendency to modify the language when speaking. It can be done by using ‘baby talk’, raising the voice when an elderly is hearing impaired or by using invalidating statements. From the way the nurse assessed Mrs. V., I did not notice any commentary or behaviour that involved a misconception of the client’s intellectual capability. This is reflected on the description part when the nurse reinforces to Mrs. V. that she can take all the time she needs and also when explaining to her things in different ways. These 2 behaviours are a sign of good nursing practice when collaborating with the people in a nurse care, described in the NMC code of practice (2008).

Thirdly, the nurse applied a holistic model of nursing when assessing Mrs. V. In this case the nurse used the Roper et al (1996) assessing tool, as mentioned above. The nurse treated the assessment as a very important part of Mrs. V.’s respite. The nurse allowed time for Mrs. V. to express her thoughts and worries freely, privately and without interruptions. The nurse had prepare the admission assessment priory to Mrs. V.’s arrival, this helped to exclude note reading during the assessment and to allow more time for the nurse-client relationship building. During the assessment the nurse applied the nursing literature and used a framework to gather information, and took some notes but this did not take over the communication process. But this is not always possible, as Jones (2007) found out the admission process is likely to differ from the standards and policies in nursing literature. However, the nurse was able to conduct the admission assessment with enough time, as Mrs. V. was the only admission for that day, so the nurse has no timing pressure. This was very adequate because Mrs. V. was taking out of her daily routine for a long time of period therefore she had to be assessed conscientiously.

All the techniques and models the nurse was using during the assessment highlight the importance to keep up to date knowledge and skills. This is reflected in the NMC code of practice (2008) in order to work towards delivering high standard personalized care.


Conclusion:

The admission assessment was carried out following the procedures laid by the NMC. The nurse showed acknowledgement of his role and responsibilities as a professional, as well as a broad usage of interviewing and counselling techniques. Furthermore, the nurse applied a holistic nursing model theory to practice. Each of these points illustrated how the first stage of the nursing process was handled and also the importance of communication skills in the nursing profession.


Action Plan:

At this stage of the nursing course, I realize the importance of the nursing process and how nursing literature is related to practice.

In the future admission process where I will be involved in, whether as an observer or assessor, I will try to bring forward the relevant literature and theories studied, in order to improve my practice an enhance the client’s care.

In conclusion, communication is a process of transmitting and receiving information. This process involves several aspects, one of them are the channels. These are widely used in nursing and are key points for the nursing process. As a nurse engages in its roles the honesty and reliability in communication grows and is achieved with a client. Consequently, the care is delivered as individualized as possible and the client’s needs are identified and met.

Communication in nursing is important in order to listen, understand, inform, explain, feedback and update a client, therefore the rights, ideologies, choices and backgrounds of the individuals and their families should be prioritized, always complying with the statuary legislation and guidelines.

For future improvement of the communication, and the clinical practice, acknowledgement of properly communication methods are essential. In addition to this, professional development and self-awareness should be reached through life long education programs.

References:

Collins School Dictionary (2005) Glasgow: HarperCollins Publishers.

Craven R F and Hirmle C J (2006)

Fundamentals of Nursing: Human Health and Function.

Philadelphia; Lippincott Williams and Wilkins. (5th edition).

Druckman D Rozelle R M Baxter J (1982)

Non-verbal Communication: Survey, Theory and Research.

London; Sage.

Ellis R Gates B Kenworthy N (2003)

Interpersonal Communication in Nursing


: Theory and Practice


.

Edinburgh; Churchill Livinstone.

Fundamentals of Care (FOC) (2003)

Guidance for Health and Social Care Staff: Improving the Quality of Fundamental Aspects of Health and Social Care for Adults.

Welsh Assembly Government.

Holland K Jenkins J Solomon J Whittam S (2003)

Applying Roper-Logan-Tierney Model in Practice: Elements of Nursing.

London; Churchill Livingstone.

Jones A (2007) Admitting Hospital Patients: a qualitative study of everyday nursing task.

Nursing Inquiry.

14 (3) 212-223.

Kenworthy N Snowley G Gilling C (2001)

Common Foundation Studies in Nursing.

Edinburgh; Churchill Livingstone.

Nursing and Midwifery Council (NMC) (2008)

The Code

. (NMC, London)

Roper N Logan W Tierney A J (1996)

The Elements of Nursing: A Model of Nursing Based on a Model of Living


.

Edinburgh; Churchill Livingstone.

Roper N Logan W Tierney A J (2000)

The Roper-Logan-Tierney Model of Nursing: Based on Activities of Daily Living.

London; Churchill Livingstone.

Sheldon L K (2005)

Communication for Nurses


: Talking with Patients

. Sudbury; Jones and Bartlett.

Thomas L (2004) Good Communication Is About Hearing What Is Unsaid As Much As What Is Said.

Nursing Standard

.18 (46) 27.

White L (2000)

Foundations of Nursing: Caring for the Whole Person

. New York; Delmar Learning.

Appendixes

Appendix 1


http://www.nursesnetwork.co.uk/images/reflectivecycle.gif

Accessed on 13/01/09

Appendix 2

Peplau’s 6 nurses’ roles cited by Sheldon (2005):

  1. Stranger: The nurse receives the client the as a stranger providing a climate that promotes trust.
  2. Resource: The nurse gives information, answers questions and interprets clinical information.
  3. Teaching: The nurse serves as a teacher to the learner/patient, giving instructions and providing training.
  4. Counseling: The nurse provides guidance and encouragement to help the patient integrate his or her current life experience.
  5. Surrogate: The nurse works on the patient’s behalf and helps the patient clarify domains of independence, dependence, and interdependence.
  6. Active leadership: The nurse assists the patient in achieving responsibility for treatment goals in mutually satisfying way.

Appendix 3

The 4 stages of the nursing process described by Arets and Morle (1995) cited by Holland et al (2003):

  1. Assessment
  2. Planning
  3. Implementation
  4. Evaluation

Appendix 4

Roper et al (1996) tool which is composed of 12 daily activities of living:

  • Maintaining a safe environment
  • Communication
  • Breathing and Circulation
  • Eating and drinking
  • Elimination
  • Personal hygiene and dressing
  • Controlling body temperature
  • Mobilising
  • Expressing sexuality
  • Social care/family involvement
  • Sleeping
  • Dying

Appendix 5

Nurse direct questions:

  • Do you know where you are? / How are you feeling? / Do you know why you are here?
  • Do you cook your own meals? / Have you got a varied diet? / Do you do your own shopping? / Do you have any religious preference?
  • How is your sleeping pattern? / Do you wake up during the night?
  • Do you live on your own? / Do you live in a house or a bungalow? / Does anybody visit you? / Does your son live near you?
  • How do you manage with your daily personal care? / Do you have difficulties on dressing?

Appendix 6

Questions suggested by Holland et al (2003)

  • Does the client use a walking aid or wheel chair?
  • How far can the client walk?
  • Has the client the capacity to use both hands?
  • Does the client appear to be reluctant to talk?
  • Is the client able to swallow effectively?
  • Does the client have bones/joints illness?
  • Does the client smoke?
  • How many and how long has the client smoked?
  • Are the cloths clean or dirty?
  • Does the client have a smell?
  • Does the client have skin problems?

2

Early History Of Public Health Health And Social Care Essay

Contemporary public health has evolved through various historical stages. Its development as a discipline has been shaped throughout many years from the ancient times to the present day and different pioneers from different countries tremendously contributed to its historical evolution.

Furthermore, public health evolution has been marked by several changes since its inception and these changes were influenced by the newly developed ideas and scientific evidences for the purpose of improving the health of the population (Porter, 1994).

The essay here, in its first part, will attempt to discuss in more details the most important changes that public health has undergone in the course of its evolution and why these changes occurred.

In the second part, the explicit meaning of essential components of public health will be discussed and the way these should be achieved will be proposed throughout.

MOST IMPORTANT CHANGES IN THE HISTORY OF PUBLIC HEALTH AND REASONS FOR THESE CHANGES

Throughout human race history, health problems have existed and have been concerned mainly with community well-being. Most of these health problems were mostly caused by communicable diseases related to poor physical environment, insufficiency supply of water and food of good quality and poor provision of medical care. Interventions to cope with the above health issues have changed over time but closely linked and this led to what is known today as modern public health (Rosen, 1993, p.1).

1.1. Early history of public health

Available literature demonstrates that there are evidences of activities associated with the improvement of community health that have existed from the ancient times. Rosen (1993:1) outlines that, in the north India some 4000 years ago, archaeological findings have shown that there has been a developed urban planning system with great sanitation and housing. He further adds that other evidences have shown, in other Asian countries, that the same system was largely developed mostly in Egypt to mention but a few.

Apart from the above earliest development, public health continued its evolution over the centuries pioneered by several authors among them Hippocrates. This honored Greek physician, also known as the “father of medicine” because of his commendable contribution on the practice of medical ethics for physicians demonstrated how proper diet, fresh air, a moderate climate and attention to lifestyle and living conditions were important for healthy living (Schneider & Lilienfeld, 2008:5).

Later on, other societies inspired by the Greek civilisation, as it is the case for the Romans, continued to develop water and sanitation infrastructure and healthcare system. Schneider and Lilienfeld, (2008:5) reported that, further to the public health systems that were just introduced, Romans put in place governmental administration systems to overseeing the initiated changes. However, these early public health initiatives did not benefit all the population; vulnerable groups like slaves and those living in poverty did not have access to the safe drinking water and adequate sanitation and continuously suffered high rate of diseases as it is now noted in some parts of the world (Schneider & Lilienfeld, 2008:5).

1.2. Middle Ages

After these early development of public health, came the Medieval Ages (500-1500 A.D.) that were characterised by a decline of the Greco-Roman powers due to disintegration from within and invasions from outside that destroyed public health infrastructure(Rosen,1993:26).

During this period, health problems were thought to be having spiritual causes and the remedy as well. This belief was shared by both pagans and Christians. It was believed, for Christians, that there was a link between sin and the occurrence of disease and the latter was considered to be a punishment (Rosen, 1993:26). Biological and physical environment as the main factors in transmissible disease causation were ignored and this was the main implication of the spiritualism during this era and as a result it was difficult to control the epidemics that erupted leaving millions of people dead and others suffering from their sequels (International Health Sciences University, 2012).

Rosen (1993:35) states that the 2 devastating epidemics that may be considered which prevailed during this time are the Plague of Justinian and the Black Death in 543 and 1348 respectively. Moreover, other outbreaks between the above 2 dates ravaged Europe and other regions around Mediterranean Sea notably but not exhaustively: leprosy, smallpox, diphtheria, measles, tuberculosis, and scabies. Causes of these epidemics were not identified yet but it was thought that poor living conditions were highly associated.

After these horrific epidemics occurrence, various measures were put in place in Europe cities to fight against them and consequently improve public health. Establishment of butcheries and regulation about livestock possession, regulation of food at public market, food preservation and garbage disposal are the measures that proved to be effective in preventing disease transmission from animals to people or between people. Additionally, food preservation regulation played a key role in prevention of food borne diseases from damaged and expired food (International Health Sciences University, 2011).

1.3. Renaissance Era

The development of public health did not stop in Middle Ages. The followed period of renaissance (1500-1700 of Christian era) was marked by a rejection of older theories. However, the old theories helped in developing new ones. Spiritual theory about the cause of disease started to be doubtful as epidemics killed both sinners and saints. Environmental factors were uncovered to be the leading cause in the development of infectious diseases. Further critical observations of sick people, signs and symptoms they presented have shown that various illnesses were distinctly separate (International Health Sciences University, 2012).

It is worth to note that, during renaissance era, various authors brought new discoveries in the development of public health. Rosen (1993) reported that the Italian Giolamo Fracastoro brought in the theory of contagion where he showed the role of microorganisms in infectious diseases development and the way the communicable diseases are transmitted. The Dutchman Anton von Leeuwenhoek, the inventor of microscope, was the first man to confirm that the theory Giolamo Fracastoro developed was probably true after his observation of microbes agents.

Indeed, the contribution of other authors (Petty, John Graunt and Gottfried Achenwall) in this important era of public health evolution was significant. They introduced the concept of measurement in public health to quantify health problems like calculations of mortality, life expectancy and fertility (Rosen, 1993).

Despite this new era of rethinking and developing new ideas about public health, some diseases like malaria, smallpox and plague continued ravaging and killing many people in some European countries. Also, travels and movements between urban and rural areas dominated this era, explaining the spread of these illnesses to other areas causing suffering to their inhabitants.

1.4. The enlightenment epoch

This is the period from 1750 to mid-nineteenth century (Encyclopedia of Public Health, 2002).The enlightenment era is considered to be the era where public health discipline has known tremendous progress. Rosen (1993) states that enlightenment era was seen as “pivotal” in the development of public health.

Industrial development was the main turning point during this era. Likewise, social and political development has remarkably had a great impact on societal transformation and the knowledge about the way communicable diseases are spread has increasingly improved. (Encyclopedia of Public Health, 2002).

Despite the remarkable changes, it is stated that health conditions were still demanding due to the great number of people moving towards industrial areas in the cities, poor sanitation system and insufficiency in clean water supply. Additionally, working conditions were not conducive for those mainly working in mines and factories. All of these factors largely contributed to the spread of diseases (Rosen, 1993).

In England, Edwin Chadwick demonstrated the reality of poverty disease cycle and attempted to measure the association between poverty and disease. Also, Chadwick linked the disease with environmental factors. His report “The Report of a General Plan for the Promotion of Public and Personal Health (1850)” attracted attention and is considered by many as one of the important documents of modern public health (Encyclopedia of Public Health, 2002).

Chadwick’s evidences were later proved by John Snow’s work during the famous 1848 London cholera outbreak where he identified that the contamination of water pump was the probable origin of the epidemic (International Health Sciences University, 2012).

Towards 19th century, new discoveries in bacteriology emerged. The great work of the Frenchman Luis Pasteur collaboratively with other scientists showed that micro-organisms were responsible of diseases occurrence thus proving to be false the theory of “spontaneous generation” developed before; henceforth the “germ theory” was born. Later on, the Germany Robert Koch proved that one micro-organism causes specific disease (International Health Sciences University, 2012).

Following these remarkable findings, some medicaments were developed including some disinfectants which became popular in medical practice and as a result, mortality and morbidity rates declined significantly. Additionally, the identification of microbes as causative agents of diseases resulted in an establishment of immunology as a science and subsequently the vaccines were developed (International Health Sciences University, 2012).

1.5. Twentieth Century

Early on, decrease in mortality and morbidity rate was significant following the bacteriology emergence in later 19th Century. On the other hand, serious health problems did not disappear; infant mortality among others. It is reported that, for the time being, in Europe and in the United States of America health programs for improving maternal and child health were developed (Encyclopedia of Public Health, 2002).

Academic programs in public health were developed, given the growing scope and complexity of public health problems, to deal with research issues and to train public health personnel. Health organisations agencies and charities were established in tackling public health concerns for particular groups of population (Rosen, 1993).

Later on in twentieth century, expansion of public health roles continued and its horizon broadened. However, 1920’s and early 1930’s saw a slow development of public health. There was a decline in disease prevalence as a result of establishment of sanitary measures.

In the aftermath of World War II, there was an increasing growth of health infrastructure in the curative field but little attention was paid to planning

1960’s and early 1970’s marked what was named “period of social engineering”. The main characteristic of this period was the economic growth chiefly in the United States of America but part of the population were medically uncovered (International Health Sciences University, 2012).

Later 1970’s to 1980’s, health promotion initiatives, eradication of certain diseases that ravaged the world before and the emergence of new infectious disease were making headlines. Encyclopedia of public health (2002) states that the emergence of Human Immunodeficiency Virus infection, use of addictive drugs and air pollution were the main preoccupations of World Health Organisation and other international agencies.

Conclusion

As a final point, it is obvious that public health as a discipline has its own history which evolved over time from the early history of human race till today. The focus of public health enlarged as time advanced as health problems.

At the same time, the future of public health will be and will remain of an utmost importance in solving population’s health where everyone is invited to play his/her active role.

MEANING OF ESSENTIAL PUBLIC HEALTH COMPONENTS AND THE WAY THEY SHOULD BE ACHIEVED

2.1. Collective responsibility for health and the major role of the state in protecting and promoting health

Health sector is the main sector that deals with the health of populations. However, this does not mean that its activities are the only concerned with the promotion of community health.

World Health Organisation (2013) states that the health of populations is determined not only by the health sector but also by social and economic factors, and henceforth, policies and other actions other than of those of health sector. In developing health policies, governments should work collaboratively with other sectors involved in development process such as finance, education, agriculture, environment, housing and transport to see how their planning can reach their objectives while also improving health. Also, this intersectoral partnership helps in tackling other health related issues such as those activities that pollute environment or promote those activities aimed at having access to quality education or gender equality.

2.2. Focus on the whole population

Public health activities are intended to promote the health of the whole population rather than individuals’ health. According to Riegelman (2010) the first thing to come to mind, in public health, is the health of the community and the society in general. Indeed, in public health the activities to improve the health are no longer individual-centered but rather population-centered.

To achieve this, collaboration between all development sectors is needed given the wide view of public health. The involvement of all development actors is seen as a comprehensive way of thinking about the scope of public health and it is an evidence-based approach for the analysis of health determinants and illnesses. This leads to evidence-based interventions to protect and improve health (Riegelman, 2010).

2.3. Emphasis upon prevention

Prevention constitutes a key component of public health practice. It has been said that “prevention is better than cure”; this statement shows how much prevention activities are of a paramount importance in public health. Health promotion and disease prevention activities play a key role in tackling health problems that the community faces which, in many cases, are preventable (World Health Organisation, 2002).

Strategies for prevention that aim to alleviate the risk factors by promoting healthy behaviours and reducing dangerous exposures need a collaboration between government and different stakeholders and active participation of the population(World Health Organisation,2002).

2.4. Recognizing underlying socio-economic determinants of health and disease

Socioeconomic determinants with other determinants of health (biological, environment, culture, personal behaviour, living and working conditions…) mostly influence the health status of population. Further, these health determinants may interact with other factors for better or worse.

Importantly, socioeconomic factors are thought to be major determinants of health. Washington State Department of Health (2007) reports that “Health impacts associated with lower socioeconomic position accumulate and persist throughout the lifespan”.

The partnership between public health professionals, community, nongovernmental organisations and governmental institutions is a major force to fix this issue (Washington State Department of Health, 2007).

2.5. Partnership with the population served

The collaboration with the community in addressing health issues is a core part of health promotion activities. Declaration of Alma Ata (1978) claims that the maximum involvement of community and individual self-reliance and the active participation in planning, organisation, operation and control of primary healthcare are the basis of success in health promotional activities. Therefore, policies, strategies and plan of action should be established by the government to ensure that primary healthcare is launched and sustained as a core part of health system in partnership with other sectors.

2.6. Multidisciplinary basis

Multidisciplinary feature of public health is unquestionable. According to Tzenalis & Sotiriadou (2010:50), the engagement of various stakeholders in the task of improving health of population shows that “promoting health does not belong to one group of professionals or sector of health services”.

The joint action from various professional groups at every level is reported to be effective and recommended in providing health promotion services (Solheim, Memory & Kimm 2007 cited in Tzenalis & Sotiriadou, 2010).

Conclusion

Altogether, the above described core components of modern public demonstrate how much wide the discipline of public health is. The active participation of all involved stakeholders is the key towards the success of public health practice.

Determine the requirements to get a referral to see a specialist in the two healthcare systems.

Determine the requirements to get a referral to see a specialist in the two healthcare systems.

1.Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:
2.Identify one country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.
3.Compare access between the two healthcare systems for children, people who are unemployed, and for people who are retired.
4.Discuss coverage for medications in the two healthcare systems.
5.Determine the requirements to get a referral to see a specialist in the two healthcare systems.
6.Discuss coverage for preexisting conditions in the two healthcare systems.
7.Explain two financial implications for the patient with regard to the healthcare delivery differences between the two countries.

Analyze the implications of aging demographics for society and older adults for the United States in relation to health care delivery.

Analyze the implications of aging demographics for society and older adults for the United States in relation to health care delivery.

1.Analyze the implications of aging demographics for society and older adults for the United States in relation to health care delivery. (1.33pts)

2. Analyze the implications of the aging demographics for society and older adults for the United States in relation to health care utilization. (1.33pts)

3. Compare and contrast several factors that are believed to influence the biological process of aging. (1.33pts)

4. Examine the differences and similarities between industrialized nations and less-developed countries with respect to current demographic trends and projections for the next 25 to 50 years. (2pts)

5. Explain ONE important health concern of aging adults in THREE ethnic minority populations. (2pts)

6. Describe the two major theories associated with the cause of aging. How are these theories related? (2pts)

7. Summarize several physiological changes and common health problems that affect the older adult. (2pts)

8. The skin is influenced by environmental factors as well as by changes within the body due to genetics. Describe the changes that take place over time and the consequences of such changes. (2pts)

9. Discuss the positive health behaviors that will lengthen one’s life and the negative ones that will likely shorten life. Be sure to include several specific biological, psychological, social, and economic factors that influence longevity and how these factors interact to increase or decrease lifespan. (2pts)

10. Explain the interaction between biological and social changes for the older population. Discuss how this interaction can increase or decrease lifespan. (2pts)

11. List several behaviors believed to promote heath and prevent disease. Illustrate how community-based programs could promote such desired behaviors in older adults. (2pts)

12. List the recent changes in health policy. Evaluate how these changes in health policy will affect the elderly and their families. (2pts)

13. Summarize the differences and interaction between acute and chronic illness. Provide examples. (2pts)

14. Outline how the health delivery system responds to the health care needs of older adults. Recommend changes to better meet the needs of the older population. (2pts)

15. Describe the differences in medical-care utilization among at least TWO racial/ethnic groups. Evaluate the relationship between utilization, incidence of disease, and prevalence of disease among these ethnic groups. (2pts)

16. Define osteoporosis and describe its potential impact on older adults. (2pts)

In a written paper of 1,200-1,500 words, apply the concepts of epidemiology and nursing research to a communicable disease.

In a written paper of 1,200-1,500 words, apply the concepts of epidemiology and nursing research to a communicable disease.

In a written paper of 1,200-1,500 words, apply the concepts of epidemiology and nursing research to a communicable disease.

Communicable Disease Selection

Choose one communicable disease from the following list:

  1. Chickenpox
  2. Tuberculosis
  3. Influenza
  4. Mononucleosis
  5. Hepatitis B
  6. HIV

Epidemiology Paper Requirements

Include the following in your assignment:

  1. Description of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence).
  2. Describe the determinants of health and explain how those factors contribute to the development of this disease.
  3. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. (The textbook describes each element of the epidemiologic triangle).
  4. Explain the role of the community health nurse (case finding, reporting, data collecting, data analysis, and follow-up).
  5. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organization(s) contributes to resolving or reducing the impact of disease.

A minimum of three references is required.

Refer to “Communicable Disease Chain” and “Chain of Infection” for assistance completing this assignment.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

In a written paper of 1,200-1,500 words, apply the concepts of epidemiology and nursing research to a communicable disease.

Communicable Disease Selection

Choose one communicable disease from the following list:

  1. Chickenpox
  2. Tuberculosis
  3. Influenza
  4. Mononucleosis
  5. Hepatitis B
  6. HIV

Epidemiology Paper Requirements

Include the following in your assignment:

  1. Description of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence).
  2. Describe the determinants of health and explain how those factors contribute to the development of this disease.
  3. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. (The textbook describes each element of the epidemiologic triangle).
  4. Explain the role of the community health nurse (case finding, reporting, data collecting, data analysis, and follow-up).
  5. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organization(s) contributes to resolving or reducing the impact of disease.

A minimum of three references is required.

Refer to “Communicable Disease Chain” and “Chain of Infection” for assistance completing this assignment.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Masters in Nursing with emphasis in Public Health

Masters in Nursing with emphasis in Public Health

Refer to the “Master’s Prepared Nurse Interview Guide_student” as you prepare this assignment.

Interview a nurse who is master’s-prepared in nursing and is using this education in a present position. Preferably, select someone who is in a position similar to your chosen specialty track. The purpose of the interview is for you to gain insight into the interplay among education, career path, and opportunities. Be certain to identify specific competencies that the MSN-prepared nurse gained, and is presently using, that reflect advanced education. Organize your interview around the topics below:

Overview of the master’s-prepared nurse’s career
Reason for seeking graduate education
Description of present position and role
Usefulness of graduate education for present role
Pearls of wisdom he/she is willing to share
In 750-1,000 words, write the interview in a narrative format. Use the following guidelines: