Public Healthcare In Malaysia Health And Social Care Essay

This chapter of the paper would explain on the introduction to this study and issues background. It would consist of problem statement, objectives, research questions, scope, significant of the study, limitations and some important terms that will be use in this research.

Introduction

Healthcare system in Malaysia is one of the crucial sector focus by the government. The healthcare services can be divided into public and private sector. There are many efforts done by the government to increase country healthcare quality such as by including healthcare aspects in formulating 10th Malaysia plan strategies that are:

Strategy 1 : Establish a comprehensive healthcare system & recreational infrastructure

Strategy 2 : Encourage health awareness & healthy lifestyle activities.

Strategy 3 : Empower the community to plan or implement individual wellness programme (responsible for own health)

Strategy 4 : Transform the health sector to increase the efficiency and effectiveness of the delivery system to ensure universal access

It showed government really concern in improving and fulfilling people healthcare necessity. The public healthcare in Malaysia consist of government public hospital and clinics. public and private sector has spend billion of money in providing better healthcare and it will continuing increase align with the increase of Malaysia population. According to country health plan in 10th Malaysia plan for 2011-2015, population of Malaysia has increase till 28.3 million and 2.32 million of it was immigrant and foreign workers. Moreover, 24.4 % from the total immigrants residing in Sabah. It means the number population will keep increasing from year to year. The more higher population would need the more good healthcare providers.

The public and health sector has invest lot of money in ensuring the current healthcare availability is enough in fulfilling people high demand. The table below shown total expenditure on health from 1997 to 2008. Therefore, in 23rd October 2009, prime minister YAB Dato Sri Najib Tun Razak established 1Malaysia clinics under 1Care programme of 1 Malaysia concept. According to the prime minister 1Malaysia concept is define as “…provide a free and open forum to discuss the things that matter deeply to us as a Nation. It provides a chance to express and explore the many perspectives of our fellow citizens. What makes Malaysia unique is the diversity of our peoples. 1Malaysia’s goal is to preserve and enhance this unity in diversity which has always been our strength and remains our best hope for the future. I hope this Website will initiate an open and vital dialogue exploring our Malaysian identity, purpose, and direction. I encourage each of you to join me in defining our Malaysia and the role we must play in its future. Each of us despite our differences shares a desire for a better tomorrow. Each of us wants opportunity, respect, friendship, and understanding” (1Malaysia Booklet). The definition of 1Care Malaysia is national health restructuring system that provide more choice of quality health care, better healthcare coverage that require by the population based on solidarity and equity. This new system should improve old system by providing new effort in enhancing people healthcare quality (Maimunah binti A hamid, 2010).

1Malaysia clinics objective is to provide affordable and quality healthcare treatment to the local residents especially for middle and local income group. It manage by medical assistance and only applicable in handling minor treatment and limited medicine prescription. Currently, there are 100 clinics with additional RM 17.2 Million budget (Nes strait times, 2012). In sabah only there are 20 clinics and 2 (Sulaman sentral kota kinabalu and Bandar Leila, Sandakan) of it has been upgraded to Klinik Kesihatan. The upgraded of 1Malaysia clinic to become Klinik Kesihatan is because the positive response from loal residents and the clinic received more than 100 patients per day. The upgraded is hope to provide better services to the people with extra expertise (Utusan, 2012).

TOTAL EXPENDITURE ON HEALTH, 1997-2008

(RM, NORMINAL VALUE)

Year

Expenditure on Health (RM million)

Expenditure on Health as % of GDP

Total GDP (nominal value) (RM million)

1997

8,213

2.9

281,795

1998

8,966

3.2

283,243

1999

9,743

3.2

300,764

2000

11,516

3.4

342,612

2001

12,520

3.7

334,309

2002

13,620

3.8

360,568

2003

19,164

4.6

418,769

2004

21,378

4.5

474,048

2005

21,915

4.2

519,451

2006

24,788

4.3

572,555

2007

30,228

4.7

641,864

2008

35,149

4.7

740,721

Source: Malaysia National Health Accounts 2007

PROBLEM STATEMENT

Malaysia government has established lot of healthcare effort in order to increase public health quality for example 1Malaysia clinic and klinik kesihatan. These two clinic is related to each other and offer almost the same system of service delivery and purpose. This study conduct to identify the comparison between these two clinics based on certain aspects of effectiveness. There are a few issues arise related to these government healthcare program. The first issues is related to the reliability of 1Malaysia clinics services, the concern shows by president of the Malaysian medical association (MMA), Dr. David Quek. He said that the establishment of 1malaysia clinic provides low healthcare standard system because it operates by medical assistance and nurses only. He also reminded the ministry, the limitation of knowledge among medical assistance and nurses in giving medical advices and medicines would affect the healthcare services in Malaysia (the sun, 2010). It not aligns with the modernization of Malaysia and this kind of system similar with healthcare system during world war. He also showing concern related to 1malaysia legality, according to Medical Act 1971 its illegal for a medical assistance to manage a clinic (the star online, 2009).  The provision referred by Dr David Quek is Medical Act 1971 Section 33. (1) (f), the section stated:

“33(1) Any person not registered or exempted from registration under this Act who – (f) uses the term “clinic” or “dispensary” or “hospital” or the equivalent or any of there terms in any other language in the signboard over his place of practice in purported practice of medicine or surgery as a person registered under this Act; shall be guilty of an offence against this Act.”

It showed that there are some doubt by the public related to the 1Malaysia clinic effectiveness. The effectiveness of 1Malaysia clinics is a major corcern to the public because of the high cost of establishment. Government allocated RM 10 million for 50 clinics in 2010 and RM 7.2 Million in 2012 for adding 20 more clinics, it cost lot of country money allocation for established all clinics for the public (Bernama, 2012). The failure of this clinics can cause loss to the country with the high expenses given. After establishment of 1Malaysia clinic, government came with another idea for improving people healthcare quality especially for middle and low income group by upgrading the 1Malaysia clinic into klinik kesihatan. For those 1Malaysia clinic that exceed 100 patients per day, the clinic would be upgraded to klinik kesihatan and 1 doctor would be provided. Klinik kesihatan as a replacement of 1Malaysia clinics guesting to provide better service and medication compare to before the upgraded.

This study will focusing on comparing between 1Malaysia clinics and Klinik kesihatan in a few effectiveness aspects. It also hope to answer a few main questions related to the improvement of services between before and after upgraded. In Malaysia there is limited proper study done related to the evaluation of this healthcare program especially when it related to the 1Malaysia clinics. it also very difficult to find comparison study between government clinics for such as 1Malaysia clinic and klinik kesihatan.

By conducting this study, it may assist in evaluate whether this program that cost RM 10 Millions is resulting good result for the public. In addition, this study also may help in figuring out the relevant of 1Malaysia clinic implementation and service changes happened through the upgrading process.

Objectives

To identify comparative analysis between 1 Malaysia clinic and Klinik Kesihatan in term of:

Accessibility

Availability

Treatment

Staff services

Environment

Waiting time

Research questions

Comparative analysis between 1 Malaysia clinics with Klinik Kesihatan:

What is the people preference between 1 Malaysia clinic and Klinik Kesihatan? Why?

What are the rationale the establishment of the new healthcare program, 1Malaysia clinics compare to existed government health clinics?

What are the differences between these two clinics:

Which of the clinics provides better accessibility to the patients?

Which of these clinics better in term of availability?

Which of these clinics provides better health treatment to the patients?

Which of these clinics provides friendlier services to the patients?

Which of these clinics provides a better treatment environment?

Which of these clinics provide better waiting time?

Scope Of Study

This study will be conducted at Klinik kesihatan Sulaman sentral, kota kinabalu sabah. The respondents of this study consist of representative of health ministry, both clinics staffs and patients.

SIGNIFICANT OF STUDY

This study is significant as a feedback to the policy maker. The policy maker is refer to government especially ministry of health that responsible in formulating and implementing any healthcare programs. Result of this thesis can be use as one of the feedback especially to 1Malaysia clinics and Klinik Malaysia implementation. Not only that, policy makers also can beneficial from this study by referring to the findings and it can give them some ideas related to the current service quality provided and from the analysis also it can be use as one way to improvise the healthcare practices in the future.

The other beneficial gain from this study is as a contribution to the body of knowledge in this discipline. In Malaysia, there were very limited past research done related to government healthcare services especially comparative study between two government clinics. Most of the past study only focusing on on customer satisfaction and comparison between public and private clinics only. The study conducted can be as one of the reference and source to the future researchers because it rare to find any comparative study related to the two government healthcare services especially related to 1Malaysia clinics. It is because 1Malaysia clinics is still in progress and new programs that established by the prime minister under 1Malaysia concept in 2009.

Besides that, this comparative study between 1Malaysia clinic and Klinik kesihatan can be as one of the information sources for the public. It because public has lack of information related to these clinics and only a few people notice about the upgrading and changes happened. Through this study, it can provide some understanding to the public about the public clinic system and the reason of upgrading of 1Malaysia clinics. Finally, they can realize the government effort in providing better healthcare to the people especially for the middle and low income group.

LIMITATIONS

The first limitation is difficulty in searching for past research. There lack of study done related to healthcare service in Malaysia especially in comparing between government healthcare services. It can be a challenges to the researcher in finding past research related to the 1Malaysia clinics and Klinik kesihatan because of it a new programs and no focus done related to this topics. Result from the difficulty, it hardly to find strong statement to support details in this research.

The second limitation is in analysis the information. This study is a qualitative research and the information gain from interviewing respondents from ministry of health, clinics staff and patients that experienced the services. It means the information gather from the interview, it can be a limitation to the study to observe the body language of interviewee carefully and at the same time make sure all the interview details taken taken into account.Furthermore, it also a challenge for analysis the information received and make ensure the result is based on the actual interviews. In order to overcome this limitation, the researchers has use another way of recording the conversation so at the interviews conducted all the attention can be given in asking, understanding and observing the respondents.

Limitation also exist in finding the right patient respondents, it because the respondents should be someone who has been received treatment from both 1Malaysia clinic and klinik kesihatan so the information given more reliable and convenient if the patients experiencing both clinics treatment. It would be time consuming for search the right respondents to be interview.

*Write: an explanation of how you might respond to the situation with the 15-year-old boy on the hotline. Include ways your decision may impact the client. Support your position with references to this week’s resources, professional experience, and additional research. How will you address a possible dual-role relationship?

*Write: an explanation of how you might respond to the situation with the 15-year-old boy on the hotline. Include ways your decision may impact the client. Support your position with references to this week’s resources, professional experience, and additional research. How will you address a possible dual-role relationship?

Consider this scenario:

You receive a hotline call at your mental health agency from a client requesting a same-day appointment. You are the only social worker available to work with clients at the time, as your coworker is out of town on vacation for 10 days. A 15-year-old boy struggling with depression (no suicidal ideation) and addiction calls asking for help. While you are gathering information over the phone, you realize that he happens to be the son of a friend. Do you continue the process, planning on providing him with services, or do you refer him to another mental health clinic that is over 30 miles away? Do you make him wait until your coworker returns? Do you contact his parents and tell them he called?

In certain geographical areas there may be limited resources and in turn a lack of opportunities for clients to obtain assistance. In some rural or otherwise isolated areas there might be situations that make it difficult to maintain ideal boundaries due to dual-role relationships. Dual-role relationships exist when a professional fills multiple roles at the same time, a situation that may be unavoidable in certain circumstances.

Understanding the significant impact of a dual-role relationship with a client is important in order to avoid harming the client. Further, recognizing the impact on the client and the relationship will assist in the creation of strong professional boundaries. In these situations, a social worker might feel his or her ability to maintain these boundaries is compromised or may even experience a value dilemma due to the existence of dual-role relationships.

Consider the importance of boundaries in a therapeutic relationship. Think about ways a social worker might violate the NASW Code of Ethics as it pertains to dual-role relationships. Is there ever a situation in which dual-role relationships are acceptable, or even preferable?

An overview of Hypertension Blood Pressure

Hypertension

Hypertension or increased blood pressure is a major US health problem attracting the attention of public, physicians, and medical organizations. The aim of this thesis is to provide a brief yet a comprehensive review of the problem.

The definition of high blood pressure or hypertension is increase in the pressure exerted by the blood on the arterial walls as it passes through. Blood pressure reads as two numbers (for example 120/80). The nominator expresses the pressure within the arteries as the heart contracts (systolic), while the denominator points out the pressure within the arteries when the heart is in the relaxation phase of the cardiac cycle (diastolic). The normal blood pressure reading is 120/80 (+/- 10) mm Hg, with every increase of 20/10 mm Hg, cardiovascular risks of the disease double. Many believed that rise in the diastolic pressure is more risky than systolic rise. However, physicians know now that rise in the systolic blood pressure especially if sudden and unpredicted, is more risky and associated with strokes and cardiovascular accident especially above 50 years old (JNC report 7, p. 14-17).

Classification of hypertension according to severity considers the measured blood pressure. Normal individuals are those with a reading of 120/80 mm Hg. Individuals with blood pressure levels of 120-139 (systolic) or 80-89 (diastolic) are considered prehypertensive. Patients with stage 1 hypertension read measures of 140-159 (systolic) or diastolic reading of 90-99. In stage 2 hypertension, patients have higher systolic readings of more than 160 or diastolic more than 100 (JNC report 11-12). There are two points to stress in this context; first prehypertension is not a disease category. It means an individual is more prone to the risk of being hypertensive and it may be wise to look at his or her life style and recognize possible risk factors (obesity, smoking, overuse of alcohol…). Second, this classification does not consider the risk of other organs affected by hypertension (kidney, eye…); nor does it consider contributing factors to the disease (diabetes, renal disease) (JNC report 11-12).

Hypertension is also classified according to what causes it into two categories. First is primary or essential hypertension, which is more common with no clinically obvious cause for the disease. There may be some form of rigidity in the arterial wall (arteriosclerosis) because of precipitation of cholesterol plaques in the arteries walls. Genetic factors may play an important role in developing essential hypertension; however, identification of the possible gene(s) is not yet available. Hypertension may be a reflection of an underlying systemic disease. Chronic kidney diseases as renal failure result in renal hypertension. Renal hypertension may also result from an abnormality (narrowing) affecting the renal artery (renal artery stenosis). Diseases of the suprarenal endocrine gland (adrenal) may also cause hypertension. These diseases may be in the form of disturbed function as increased glucocorticoid (cortisone) secretion a disease known as Cushing syndrome. Alternatively, increased secretion of mineralocorticoids (adrenaline and nor-adrenaline) causes hypertension. This occurs mainly in cases of pheochromocytoma (an adrenal gland tumor). Secondary hypertension may also occur because of thyroid gland hypersecretion, or as more recently recognized, because of some sleep disorders (sleep apnea). It may be because of a major blood vessel abnormality as in cases of coarcitation of the aorta, or may be secondary to drug use as in chronic cortisone therapy (as an immunosuppressant drug) (JNC report 22-24).

Hajjar and Kotchen (199-206), performed comparative analysis of three National Health and Nutrition Examination Surveys (NAHNES), 1989-1991, 1991-1994 and 1999-2000 to identify the trends in prevalence, awareness and control of hypertension in the American population. Results of their study showed that nearly 29 percent of adults in USA suffer hypertension (that comes to over 58 million individuals). The results showed an increase of 3.7% in the prevalence of hypertension. The prevalence was highest in non-Hispanic Black American ethnic group (33.5%). As regards age prevalence, hypertension increases with advancing age. In this study, age group over 60 years old showed prevalence of 65.4%. Gender differences showed the disease is more prevalent in females of age group 65-70 years old (38% compared to 31% of males of the same age group). Increased body weight was significantly associated with hypertension. Awareness of the disease has increased by 6% during the period 1989 to 2000 and 58% of participants (total 5448 individuals) were under treatment, however, only 31% were controlled. Three groups showed the least rate of disease control; they were Mexican-Americans, females and individuals aged 60 years or older. Despite advances made in medications and treatment protocols, hypertension remains a major health problem of the American population.

Accurate measurements of blood pressure are the cornerstone of diagnosis and follow up. The device used is the sphygmomanometer; it may be mercury working (like the thermometer), digital or electronic. The risk of mercury escaping from its container led to the frequent use of other types; however, there are concerns about their accuracy. Therefore, these equipments need regular calibration and adjustment. On measuring blood pressure, the patient should be seated with the feet touching the ground, arms supported and with no previous exercise, smoking or drinking beverages for at least 30 minutes before the test. The examiner should take at least two readings and take the average. It is always more accurate to use the stethoscope (auscultation) method rather than feeling the pulse ((JNC report 18-19).

Evaluation of the hypertensive patient in a clinical setting aims at four objectives, first to assess the patient life style, for example types of food the patient eats, practicing exercise, kind of job, and how emotional the patient is. Second, is to assess cardiovascular risk factors as previous cardiac disease, presence of a major blood vessels anomaly, history of previous or chronic medications. Third, is to identify the presence of possible causes of hypertension (secondary hypertension) and the presence of coexistent diseases that may affect the treatment plane. Finally, is to examine the impact of hypertension on other organs as the eye and kidney. In a clinical setting, it is a better practice to measure blood pressure in both arms as significant difference may point to coarcitation of the aorta. General examination and heart examination are performed with eye fundus examination to fulfill the aims of evaluation. Abnormalities of the heart rate (reduced or increased) may signal higher cardiovascular risk. Laboratory testing usually begins by 12 channels electrocardiography to have full information on the patient’s heart. Laboratory testing aiming to assess the kidney condition includes testing for albumin, kidney function tests, and albumin creatinine ratio. Patients usually need blood tests to determine low-density lipoproteins (LDL), lipoprotein cholesterol study, and triglycerides as abnormalities may point to arteriosclerosis (JNC report 20-21).

In dealing with health problems, prevention and prophylaxis are always golden rules. Excess weight, increased dietary intake of sodium and decreased intake of potassium, lack of exercise and reduced intake of fresh vegetables and fruits are factors closely associated with the risk of hypertension. Obstacles to prevention, on individual level, are many. They include cultural reasons as regards the type and amount of food eaten, lack of healthy food choices at schools and working places, larger food serving in restaurants, and lack of exercise programs in schools. Communities serving civil societies are important partners in prevention. The proposal provided by the American Public Health Association to reduce sodium intake by 50% over 10 years to lessen hypertension risk is a good pattern of alerting the public with ways to prevent health problems (JNC report 15-16).

Hypertension is an important predisposing factor for coronary artery disease, congestive heart failure and chronic kidney disease, therefore it deserved the name ‘silent killer’ (Hypertension- ‘The Silent Killer’. Briefing statement of the Faculty of Public Health. The Royal Colleges of Physicians of the United Kingdom). The aim of treating hypertension is to lessen the risk of cardiovascular and kidney complications. All treatments start by modifying the patient life style. Adopting a healthy lifestyle in eating habits, exercise, moderation in alcohol use and stop smoking are essential both in prevention and in treatment. A Latin proverb accurately describes this line of prevention and treatment. It says Optima medicina temperantia est; which means moderation is the best medicine (Post Details: Latin Proverbs about Medicine: Physician, heal thyself (from <http://latin.bestmoodle.net.index.php/proverbia/2006/06/20/proverbia_about_doctors>).

The primary goal of treatment is to achieve a blood pressure level less than 140/90; treatment usually starts by recognizing unhealthy lifestyle behaviors and modifying them, if this fails to bring blood pressure level to normal, pharmacotherapy starts. Thiazide diuretics are the drug of choice to begin with in stage 1 hypertension, if a patient does not respond, a second drug (a bet blocker, a calcium channel antagonist…). In stage 2, it is justifiable to start with a combination of two drugs. More than 60% of hypertensive patients do not respond to one drug treatment, therefore the use of multiple drug therapy may be initially used either on separate prescriptions of in fixed dose combinations. The starting doses are usually below those mentioned in clinical trials, tailoring the dose according to follow up results follow. This is one reason why monthly follow up visits are important, although stage 2 patients may need more frequent initial follow up visits. Other reasons are to evaluate the efficiency of the drug combination used and to check for risk or drug side effects. When the patient reaches aimed blood pressure level, follow up visits can be every three-6 months (JNC report 26-32).

Despite advances in diagnostic techniques and drugs used, there are cases of refractory hypertension (difficult to treat), where drug combinations used do not achieve the treatment goal. Moser and Setaro (385-392) described a case of an obese old female (70 years old) who was receiving a fixed drug combination of three antihypertensive drugs (including a thiazide diuretic). Her blood pressure level was still in stage 2, in addition to these drugs, she received ibuprofen for osteoarthritis. This called for further advanced investigations as repeated blood pressure measuring in non-clinical settings (at home, at work or ambulatory measurements), and echocardiography. Advanced laboratory tests for possible causes of secondary hypertension (hormonal assessment, VMA, Valinyl Mandelic Acid, level for pheochromocytoma, investigating the aorta and renal arteries for abnormalities, and in view of the patient’s overweight, sleep lab studies) were performed. As all tests (except sleep lab studies) were negative, they discontinued ibuprofen, as it may predispose to hypertension, and was replaced by another safer drug (acetaminophen). The patient was seriously encouraged to reduce weight, and the diuretic dose was increased for fear of blood volume overload on the patient’s heart.

Based on the frequency of such refractory cases and because of advances made in diagnosis, pharmacotherapy and clinical trials suggested drug combinations. Moser (9-14), suggested an update to JNC report of 2004 that addresses the advances achieved in the last few years to shape an up to date guidelines.

Hypertension is a serious health hazard as it affects nearly one in four adult Americans. It increases the risk of cardiovascular accidents and stroke (causes number one and three as the common causes of death in the US). Its definition is rise of blood pressure above 140/90. There is a change of epidemiology trends in the last few years, in the form of increased prevalence. This calls for more efforts for prevention and updated guidelines for diagnosis and treatment.

Works Cited

US Department of Health and Human Services. National Institutes of Health. National Heart and Blood Institute. Complete Report: The Seventh Report of Joint National Committee on Prevention, Detection, Evaluation and Treatment of High Blood Pressure. By Chobanian, A V. (Chair). 2004. 19/05/2008 <http://www.nhlbi.nih.gov/jnc7/full/pdf>

Hajjar, I and Kotchen, T A. Trends in Prevalence, Awareness, Treatment and Control of Hypertension in the United States, 1988-2000. JAMA. Vol. 290 (2) 2003. p. 199-206.

Moser, M and Setaro, J F. Resistant or Difficult-to-Control Hypertension. The New England Journal of Medicine. Vol. 355(4) 2006. p. 385-392

Moser, M. Hypertension Treatment Guidelines: Is It Time for an Update. The Journal of Clinical Hypertension. Vol. 9 (1) 2007. p. 9-14

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A Critical Appraisal of the Giving Up Smoking in Pregnancy Initiative

Introduction

The object of this assignment is to critically appraise a health promotion initiative related to midwifery practice. The initiative chosen is a NHS Health Scotland leaflet entitled ‘Smoking: giving up during pregnancy: a guide for pregnant women who want to stop smoking’ (NHS Health Scotland 2003). It will be referred to as the ‘initiative’ or the ‘leaflet’ throughout this assignment.

The World Health Organisation (WHO) identified that health promotion was a way of equipping people to have more power enabling them to make choices in regard to improving their well-being (WHO 1986). Ewles and Simnett (2003) determine from this, that the fundamental elements of health promotion are improving health and empowerment. The Scottish Office paper ‘Towards a Healthier Scotland’ (1999) recommended making more health promotion available for pregnant smokers.

This appraisal will systematically review the literature relating it to the health promotion initiative chosen using Ewles and Simnett (2003) Five Approaches to Health Promotion model. It will furthermore evaluate the midwife’s role in promoting the issue highlighted and conclude with a summary and any proposals to improve future practice.

Critical Appraisal

The Scottish Office paper ‘Towards a Healthier Scotland’ (Scottish Office 1999) recommends reducing the numbers of women smoking during pregnancy from 29% to 20% in the next 5 years. According to the Health Education Authority (1999) the rate for smoking in pregnancy in the UK was 30% however nearly 90% classified smoking as dangerous to their unborn child. Johnston et al (2003) point out that smoking is the main preventable cause of disease and disability in the fetus and newborn. Around 13 000 individuals die from smoking in Scotland each year (NHS Health Scotland and ASH Scotland 2004a). This initiative is based on the normative needs concept as it is influenced by expert opinion and government policies (Ewles and Simnett 2003). Epidemiological evidence in its favour allows the initiative to be evaluated by reduction in the mortality and morbidity (Naidoo and Wills 2000). This is cost effective because the initial resources for implementing the smoking cessation will be significantly less than the cost of hospitalisation later in life (NHS Health Scotland and ASH Scotland 2003).

The leaflet that will be critiqued (appendix 1) is aimed at pregnant women who currently smoke but who want to give up. It is split into five sections titled: pregnancy and smoking; stopping smoking; tips for stopping; stopping smoking is worth it and thinking about your smoking.

The Ewles and Simnett (2003) model comprises of five approaches to health promotion; medical approach; behaviour change approach; educational approach; client-centred approach and societal change approach. The behaviour change approach is the main focus for this initiative, although it does utilise aspects of all approaches.

The behaviour change approach as described by Ewles and Simnett (2003) is a way of encouraging changes in an individual’s attitudes and beliefs to take up a healthier lifestyle. It is, however considered by some, to be more forceful depending on the degree of encouragement and persuasion utilised (Crafter 1997, Norton 1998).

The behaviour change approach uses a number of models to guide health promoters to facilitate clients to achieve a positive outcome. The Stages of Change Model (Prochaska and DiClemente 1984 as cited by Ewles and Simnett 2003) is a five stage cyclical model that has been found to be particularly useful in work with addictive behaviours (Naidoo and Wills 2000).

This cycle incorporates a pre-contemplation stage where the individual is unaware of any need for change or has no interest in changing (Ewles and Simnett 2003). At this stage the midwife would assess whether the woman is genuinely not interested in stopping smoking at present and respect this decision but inform her she will be asked throughout her pregnancy about her smoking status (Crafter 1997, Dunkley 2000). The leaflet may still be issued as having the information readily at hand may prompt the individual to think about stopping smoking. The advantages of leaflets mean they allow individuals to read through them at their own pace (Ewles and Simnett 2003).

The second stage is the contemplation stage where the individual is motivated to consider changing their behaviour, maybe she reads the leaflet and attempts to seek information (Naidoo and Wills 2000). The role of the midwife at this stage would be to determine why the woman smokes and what barriers she may face in stopping smoking (Dunkley 2000). The leaflet facilitates this by allowing the woman to question why she smokes and how she feels about it. It also seeks to establish what the woman feels is good and bad about smoking and how she anticipates changing her behaviour towards smoking. It has been suggested (McLeod et al 2003) that some midwives find it difficult to broach the subject of smoking particularly with women who have no desire to stop and those who are still considering stopping. However McLeod et al (2003) found from their qualitative study that women expected to be asked about smoking during routine antenatal care and indeed they felt it was part of the midwives role to ask.

The preparation stage is where the woman is committed to giving up smoking. She may seek extra help and is likely to attempt change soon (Dunkley 2000). If the woman is in this planning stage she may benefit from smoking cessation services, which the midwife can offer such as Smokeline, or other local services. Within the leaflet is a free phone number for Smokeline (HEBS 2003) who offer advice and issue the booklet ‘Aspire to Stop Smoking’ (HEBS and Action on Smoking and Health Scotland 2001). This supporting information helps the woman to discover what she can do to help herself to stop smoking. NHS Health Scotland and ASH Scotland (2004b) challenge the reliability of answers to questions Midwives and other health promoters may be asking individual’s with regard to their interest in stopping smoking as that individual may feel that agreeing is what is expected. Hesitancy in answering may be indicative of reluctance to commit to stopping at present, so ensuring they understand that there are many options available in the future can enhance the chance of them stopping (NHS Health Scotland and ASH Scotland 2004b).

The midwife would continue to support the individual during this time offering advice and encouragement (Crafter 1997) and also would remind the patient of the importance of social support from partners and friends (NHS Health Scotland and ASH Scotland 2004b). The findings from a study by McLeod et al (2003) concur with the need to have partner involvement. They found that although the women were supported by the midwives there was a failing in educating the partners to the women’s needs while trying to stop smoking (McLeod et al 2003). Moreover Thompson et al (2004) would like to see this expanded out with the antenatal setting. This issue has been addressed in part by the initiative, which encourages the woman to seek partner involvement to support her at this time (HEBS 2003).

The penultimate stage is the making the change stage this is when the woman is taking action (Naidoo and Wills 2000). NHS Lothian (2002) supports making a date to stop and sticking to it. One of the options is nicotine replacement therapy (NRT), which has caused debates over its place in smoking cessation during pregnancy (Dunkley 2000, McNeill et al 2001). McNeill et al (2001) found that using NRT, although not recommended in pregnancy, could be beneficial, as all the pollutants from actual cigarettes would not be delivered to the mother or the fetus.

The final stage is the maintenance stage. It is vital that the midwife maintains good support through the postnatal period as Pollock (2003) found that 60% of women who give up during pregnancy restart smoking within 1 month of birth. Encouragement from the midwife to eat a sensible a diet (Crafter 1997) and use diversionary tactics like regular brushing of teeth and saving cigarette money up for treats (NHS Lothian) helps the woman to stay stopped. The leaflet in its favour mentions how other smokers managed to stop and what they have done to help themselves. In this final stage there is room for relapse or slipping. The leaflet lets individuals know it is ok to relapse but encourages them to learn from this. It also mentions some of the side effects that women may experience from nicotine withdrawal.

The medical approach to health promotion aims to ensure individuals are disease and disability free (Ewles and Simnett 2003). This approach could be viewed as paternalistic, where professionals decide what is best for an individual (Crafter 1997) and as pregnancy is not a state of ill health (Dunkley 2000) it brings into question its validity in midwifery care. However women could jeopardise the health of themselves and their unborn child if they are involved in risk taking behaviour such as smoking during pregnancy. The initiative mentions some of the health risks involved such as miscarriage and low birth weight babies (HEBS 2003) but favourably does not go into detail to avoid victim-blaming. Within the medical approach such initiatives as General Practitioner’s or other health professionals advocating smoking cessation during consultations is found to be more useful than no mention at all (HEBS 1998) resulting in approximately 2% of smokers stopping long term. Recommendation 1.2 of the Smoking Cessation Guidelines for Scotland (NHS Health Scotland and ASH Scotland 2004a) states that a midwife should ascertain a patient’s smoking status and discourage them from smoking at the earliest opportunity. The midwife should also offer support and treatment to aid cessation (NHS Health Scotland and ASH Scotland 2004a). Crafter (1997) identifies the need for midwives to give unbiased information, however justifies the obligation to educate women about damaging behaviour such as smoking during pregnancy. Facts specific to smoking in pregnancy are not included in the leaflet such as smoking in the first 3 months of pregnancy accounts for a quarter of low birth weight babies (Scottish Executive 2001).

An educational approach to health promotion is giving individuals information to discover the health benefits or detriments for themselves (Ewles and Simnett 2003). Crafter (1997) argues that there can be no true educational approach when it comes to smoking in pregnancy because midwives would be unable to remain neutral due to the fact that evidence is available that clearly shows smoking is detrimental. Naidoo and Wills (2000) explain that the educational approach differs from the behaviour change model, as the educational model does not use encouragement to achieve its aims. NHS Health Scotland and ASH Scotland (2004b) concur with this view advocating that it is not the role of the midwife to persuade but to inform. They go on to defend the use of facts in conjunction with the leaflet. The National Institute for Clinical Excellence (2003) also emphasise the need for women to be informed of the risks, which can make a purely educational approach unattainable in relation to smoking cessation. The information could be available to patient who enquire about if for them to discover the advantages and disadvantages for themselves with the midwife advising them of where to find resources. In a study by Pullon et al (2003) it showed how suitable resources helped educate women to stop smoking. Critically however it appeared that the midwives concerned were involved in a more behavioural change role as then conclusion commented on the midwives powerful influence (Pullon et al 2003).

The client-centred approach facilitates health promotion of things that the client feels will be of benefit (Ewles and Simnett 2003), this could mean that an individual may not consider that smoking cessation is an issue they want to address and as such the topic may never be discussed. This model is said to facilitate autonomy (Dunkley 2000) but as such the leaflet may never be looked. If however the client felt that smoking cessation was something she was interested in, the midwife would be able to offer any help that was available to her to empower the woman to achieve her objective (Crafter 1997).

The societal change approach focuses on changing the whole society not just individuals within it (Ewles and Simnett 2003). Implementation of changes at community level or above looks to bring about changes to the attitudes and beliefs about smoking during pregnancy to the population. This would include laws such as that to be introduced in spring 2006 banning anybody smoking in enclosed public spaces in Scotland (Scottish Executive 2004). The majority of pregnant smoker’s are age 16-24 and low socio-economic groups highlighting the important fact that deprivation and inequality increase the incidences of smoking and of teen pregnancy (Lazenbatt et al 2000, NHS Health Scotland and ASH Scotland 2003).

Conclusion

Midwives play an important role in promoting the health and wellbeing of individuals and their families and delivery of health education (Scottish Executive 2001). The initiative appeared to have some weaknesses as a stand-alone leaflet, however as part of a multi-dimensional approach it emerged favourably.

The midwife must endeavour to gain trust and support to deliver the required service and promote empowerment (Dunkley 2000). She must take care not to alienate the women that require her help. There must be a trusting relationship built up between the midwife and the woman to achieve a positive outcome.

Approximately 20% of smoking mums give up during pregnancy and of them over 50% who gave up attributed it to being pregnant (HEA 1999) this indicates further that women want to stop and indeed manage successfully to stop smoking.

The effects of lifestyle on the cardiovascular and respiratory system

Lifestyle behaviours

Scientists have identified four “fatal lifestyle behaviours” that unite to augment the risk of premature death. The behaviours include: poor diet, lack of physical activity, alcohol consumption and smoking. Researchers in a prospective study, collected lifestyle data on almost 5,000 adults aged 18 and over between 1984 and 1985 in the United Kingdom (UK). Over the next 20 years a total of 1,080 participants died, 431 from

Cardiovascular Disease

(CVD), 318 from cancer, and 331 from other causes that included respiratory diseases such as

Chronic Obstructive Pulmonary Disease

(COPD). Individuals with all four poor health behaviours were three times more likely to die of heart disease or cancer than those with none. They also had four times the risk of dying from other causes. Their overall death risk was equivalent to being 12 years older than they actually were (Kvaavik et al, 2010).

CVD is the leading cause of morbidity worldwide, accounting for one third of all deaths among men and women (Mosca et al,2007). CVD is predicted by the World Health Organization (WHO) to remain the number one global cause of mortality for decades (WHO, 2003). In the UK, over five million people are living with CVD, which also results in over 40,000 premature deaths each year (National Institute for Health and Clinical Excellence, (NICE) 2010). The incidence of CVD is not evenly distributed across the UK. There are regional differences, with higher incidences in Scotland, Northern Ireland and the north of England than in Wales or the South of England (British Heart Foundation (BHF), 2003). In addition there is an increased incidence among people on low income and certain ethnic groups linked to the increased prevalence of CVD risk factors. For example there is a 50% higher incidence in the Asian population (Allender et al, 2007).

Respectively, respiratory disease is the second largest cause of mortality globally, after cardiovascular disease (British Thoracic Society (BTS), 2006). Respiratory disease such as lung cancer and COPD accounts for 20% of all deaths in the UK (BTS, 2006). Similarly, a survey of 2,500 patients with COPD conducted by the British Lung Foundation (2000) identified that four out of five patients had substantial difficulty with everyday tasks. Asthma and pneumonia are two other diseases that can be affected by lifestyle choices that are made by individuals and that can be said to be ‘forced’ upon others, such as passive smoking. The aim of this essay is to explore the above negative lifestyle behaviours and their impact on the cardiovascular and respiratory systems, and the diseases that are brought about as a result of partaking in the said behaviours.

The cardiovascular system is the body’s major transport system. It comprises of the heart, blood, blood vessels and lymphatic system. This system’s most important role is to deliver oxygenated blood, nutrients and chemical signals, such as hormones, to the organs and tissues. It also transports carbon dioxide to the lungs and waste products, such as urea and uric acid, to the kidneys for elimination. As well as this, the system plays a major role in thermoregulation, distributing and dissipating heat throughout the body. A healthy, efficient cardiovascular system is essential for systemic health (Montague, 2005).

Correspondingly, the respiratory system consists of the upper airway, including the nasal passages, sinuses, pharynx and larynx, and the lower airway includes the trachea, bronchi, lung, bronchioles and alveoli. The respiratory system has numerous functions. In addition to its major role in gaseous exchange, it is involved in regulating blood pH and controlling blood pressure, and plays an important role in the non-specific immune responses. Every living cell in the body requires oxygen for cellular respiration and generates carbon dioxide as a waste product. Therefore an efficient respiratory system, allied with a healthy cardiovascular system, is essential for optimal cellular function and general health (Montague, 2005).

With regard to the cardiovascular system, CVD describes conditions of the heart and circulatory system. CVD encompasses coronary heart disease (CHD), stroke and peripheral vascular disease. CHD is the most common form of CVD and can present clinically in various ways, the most frequent being angina, myocardial infarction (MI) and sudden death. These conditions are frequently brought about by the development of atheroma and thrombosis (Walsh and Crumbie, 2007). As mentioned, CVD is the UK’s topmost cause of death. It is, however, a largely preventable disease and the main risk factors for it include smoking, obesity, a physically inactive lifestyle, poor diet, too much salt, alcohol, diabetes and raised blood pressure (NICE, 2010). Therefore, it is proposed that premature CVD could be prevented by making minimal changes to diet, smoking and physical activity.

Concerning diet, individuals who are obese have an increased risk of developing CVD. In the UK, about one quarter of adults are classified as obese, with two thirds of men and more than half of woman categorised as being overweight. Three in ten young people aged between two and 15 years are classified as either overweight or obese, with no difference in gender (Department of Health (DH), 2009a). It is also estimated that a further two million men and one million women in England will be obese by the year 2010 (DH, 2006). The government has predicted that by the year 2025 almost half of men and one third of woman aged 21-60 years will be obese (NHS Information Centre for Health and Social Care, 2009).

Research suggests that most human obesity results from the excessive consumption of highly palatable foods, such as fats, and more recently calorific beverages sweetened with high fructose corn syrup (Bray, 2008). Diets rich in fat and sugar may be responsible for promoting addictive-like behaviour leading to subsequent over consumption of such foods. (Ifland et al,2009). However, research also proposes that other non-palatable foods can still be desired and consumed in excess (Pelchat, 2009). It is also posited that there is a link between excess body fat and the risk of a number of serious diseases, including diabetes, some cancers and CVD (Swain and Sacher, 2009). The relationship between obesity and the development of CVD has been demonstrated (Yusuf et al,2004). It was found that while an abnormal lipid profile is mainly as a consequence of poor diet lacking in fruit and vegetables, smoking and lack of exercise was a major risk factor for MI. Abdominal obesity was responsible for 20% of MI, and also indirectly responsible for high blood cholesterol and hypertension (Yusuf et al,2004). Epidemiological studies have demonstrated that elevated levels of plasma total cholesterol (TC) and low-density lipoprotein cholesterol (LDL-C) are major risk factors for CHD, whereas high concentrations of plasma high-density lipoprotein cholesterol (HDL-C) and a low ratio of plasma TC to HDL-C are protective against CHD (Chen et al,2008). A relationship between plasma TC and the risk of CHD is well established at concentrations above 240mg/dl (Chen et al, 2008).

However, additional risk factors include a family history of CHD and diabetes (Yusuf et al,2004). All of the risk factors mentioned are common, regardless of sex, ethnic group or age and are frequently not found in isolation, thereby increasing the risk (Yusuf etal,2004). As previously mentioned, some risk factors are modifiable, for example, cholesterol, diabetes, hypertension, obesity, physical inactivity and smoking. Therefore, efforts should be made to increase awareness of how to reduce the likelihood of developing CHD both in the person who has identified risk factors and in the population as a whole (Yusuf et al,2004).

CHD can develop at any age. Initially, an area of atheromatous plaque forms in the coronary artery. The mechanism for plaque formation is unclear, although the predominant view is that lipid accumulates under the lining of the coronary artery. Because the lipid infiltrate is a foreign matter, white blood cells called macrophages engulf it, and create foam cells. Smooth muscle cells then invade the area, which enlarges. It is not until the plaque obstructs more than 50 per cent of the lumen of the coronary artery that the flow of blood to the heart muscle, the myocardium, is reduced. This usually means that when resting, or undertaking minimal activity, the blood supply to the heart is adequate. However, when the heart requires a greater supply of oxygen, as occurs during exercise or emotional episodes, the blood supply cannot increase sufficiently and the person will experience chest discomfort. This is referred to as angina pectoris. Once plaque has formed, the wall of the coronary artery is damaged and irregular in shape and platelets cluster around the obstruction. This reduces the size of the lumen still further and consequently the blood supply is also reduced. Sometimes platelet aggregation can be sudden causing an abrupt and total occlusion of the coronary artery. At this time the person will experience an MI (Buckley, 2008).

Research has also shown that excess weight and obesity are responsible for about 80% of cases of type 2 diabetes in Europe (WHO Europe, 2007). Type 2 diabetes has been described as reaching epidemic proportions and should current trends continue, it is predicted that 200 million individuals worldwide will have diabetes by the year 2010 and 300 million people will have the condition by the year 2025 (Bastaki, 2005). This is a cause for concern as the health risks associated with diabetes include microvascular complications such as retinopathy, nephropathy, neuropathy and CVD (Kar and Holt, 2008).

According to the Department of Health’s (DH) the ‘Be Active, Be Healthy: A Plan for

Getting the Nation Moving’, report (DH, 2009b), it is important to incorporate physical activity into the daily routine to ensure good health. Physical activity not only has a significant effect on the prevention and treatment of obesity (Peterson, 2007), but may also reduce the risk of coronary events in patients with CHD (Scrutinio et al,2005). Increased physical activity may also prevent the development of metabolic syndrome, which is associated with obesity (Gelaye et al,2009; McMillen et al,2009). To prevent obesity, individuals will need to participate in between 45 and 60 minutes of moderate intensity physical activity each day (DH, 2004). This does not have to be accomplished in one session, and can be divided into six ten-minute periods during the day. However, research shows that approximately one fifth of men and one third of women fail to achieve at least one 30-minute session of physical activity a day (Department for Children, Schools and Families, 2008).

Apart from the commencement of a more active lifestyle, debatably, good nutrition is imperative to maintain a healthy weight and therefore, decrease the risk of CHD. Weight control is important and can be achieved in a variety of ways. Eating less fat, sugar and alcohol is helpful but, to achieve a healthy body weight. Various benefits are associated with weight loss of just 5-10 kg including: a 20-25% fall in overall mortality; 30-40% fall in diabetes-related deaths and a 40-50% fall in obesity-related cancer deaths.  Blood pressure is also lowered (10mmHg fall in diastolic and systolic pressures), and there is up to a 50% fall in fasting blood glucose, reducing the risk of developing diabetes by more than 50%. Lipid levels are also reduced. There is a 10% decrease in total cholesterol, 15% fall in low-density lipoprotein and 30% decrease in triglycerides. Another positive factor of a weight loss of between 5-10kg is that there is an increase of 8% in high-density lipoprotein (Blenkinsopp, 2004)

However, it is argued that weight reduction is not as simple as just eating healthy food and increasing physical activity. It is recommended that healthy eating habits should be adopted early on as they will have a significant effect on health in later life (Turnbull et al, 2007). Parents have an important role in the development of an infant’s food preferences and intake (Scaglioni et al,2008). However, arguably, in times of financial hardship, some parents may only be able to afford cheaper, processed foods, which are high in refined sugars, starches and fats. Conversely, while parental input is invaluable, children should continue to develop basic food knowledge and incorporate new skills and practical abilities through nutritional education in schools to assist and empower them to make healthier food choices throughout their lives (Food Forum, 2000).  The School Food Trust (SFT, 2007) has produced guidelines for parents on which foods are suitable for packed lunches. However, it is unknown whether these guidelines are culturally sensitive, easy to read and understand and easily accessible.  In addition, the SFT is seeking to assist schools in the provision of healthier school meals and is monitoring these changes. This strategy is not without its challenges and the main reasons for children not eating school meals relate to cost, personal preference for packed lunches, not liking the food served and poor dining facilities. This suggests that there is still some work to be accomplished within this area (SFT, 2007). It is also important to note that physical activity, in conjunction with a balanced diet from an early age, is essential if children are to maintain a healthy energy balance (DH, 2005).

Alcohol in moderation (one to two units daily for women, two to three units for men), may reduce the risk of CHD by potentially increasing HDL cholesterol slightly and reducing thrombotic tendencies (Mukamal et al,2001). A unit is defined as a half pint of beer, lager or cider, or a pub measure of wine, sherry or spirits. However, consuming too much alcohol places health at risk in a number of ways. When taken in excess, alcohol can damage the cardiac muscle, cause arrhythmias, stroke and coagulopathies (Lindsay and Gaw, 2004). Additionally it may contribute to obesity, high triglycerides and hypertension, risk factors for the development of CHD (Lindsay and Gaw, 2004). Men should drink no more than three to four units of alcohol and women no more than two to three units a day.

Pertaining to smoking, in 1962, the Royal College of Physicians concentrated on the association between smoking and lung cancer, COPD and CHD with most smokers continuing to die from one of these illnesses (ASH (Action on Smoking and Health), 2001a). One in two long-term smokers will die prematurely (half in middle age) as a result of smoking (ASH, 2001a), and generally smokers experience poorer health than non-smokers. This is because smoking is associated with a wide range of health problems that cause disability and reduce quality of life. Apart from the above health problems mentioned others include: angina (x 20 risk); pneumonia; asthma and peripheral vascular disease among many others (ASH, 2001a).

As mentioned the two most common respiratory diseases caused by smoking are lung cancer and COPD (ASH, 2001a). According to a study of male British doctors between 1951 and 1991, smoking caused 81% of lung cancer deaths and 78% of deaths from COPD (Doll et al, 1994). A considerable body of evidence links passive smoke exposure in adults with increased risk of lung cancer and ischaemic heart disease (Poswillo, 1998). Smoking precipitates asthma attacks and increases their severity. New evidence indicates that the onset of asthma in adults may be induced by passive smoke exposure (Jaakkola et al, 2003). Similarly, the exposure of infants and children to passive smoking increases the risk of wheezing, the severity and frequency of asthma attacks, cough, and lower respiratory tract infections including bronchitis and pneumonia (ASH, 2001a). It is suggested that it is the toxic components of tobacco and in particular cigarettes that have adverse effects on the cardiovascular and respiratory systems.

Constituents of tobacco smoke cause damage throughout the respiratory tree from the main airways (bronchi) to the peripheral airways (bronchioles), right down to the terminal alveoli (air pockets), as well as to the immune system. Loss of cilia and mucous gland hypertrophy occur in the upper airways; inflammation, epithelial changes, fibrosis and secretory congestion occur in the peripheral airways, and alveoli are destroyed with loss of gas exchange surface area and airways flexibility. There are vascular changes to the small arteries and capillaries of the bronchioles and the alveoli. Smoke also causes inflammation of the cells of the bronchial tree leading to squamous metaplasia (a precancerous condition), smooth muscle hypertrophy, and peribronchial fibrosis. Damage is evident in the results of bronchoalveolar lavage (a fibreoptic scope is placed into the lung of a patient, and sterile water is injected into the lung). The overall cell count in the lavage is increased with people who smoke, with many more neutrophils and eosinophils but fewer lymphocytes. Concentrations of the antibodies immunoglobulin M and immunoglobulin E (markers of sensitisation) are increased, showing that allergic processes are involved (Brannon and Feist, 2009).

Regarding lung disease associated with smoking,COPD is characterised by airflow obstruction. This obstruction is usually progressive, not fully reversible, and does not change markedly over several months (NICE, 2004). The changes induced by the irritant tobacco smoke produce the recognisable symptoms that include: a productive and persistent cough; regular chest infections requiring antibiotics; shortness of breath at first on exercise, later after simple non-strenuous activities, and finally at rest. This disease has a very gradual onset and should be suspected in people aged over 35 who smoke, have a chronic productive cough with winter chest infections, and are breathless on exertion. Smokers do not generally present with symptoms until their 50s or 60s after many years of smoking. The patient will have a reduced FEV1 and FEV1/FVC ratio. FEV1 is the forced expiratory volume in one second and FVC is forced vital capacity (Brannon and Feist, 2009). A landmark study on COPD was published in 1977 (Fletcher and Peto, 1977). The authors demonstrated the key features of the disease including a wide range of susceptibility among smokers. They identified that stopping smoking was the only way to slow down the progressive decline of lung function. The disease is most prevalent in socioeconomically deprived people, a group that also has the highest prevalence of smoking.

Stopping smoking will also reduce CHD risk even if a person has smoked for many years. There are short and long-term benefits. Within eight hours nicotine levels will be reduced by half and within 24-48 hours carbon monoxide levels will be comparable to those of a non-smoker. The long-term benefits are considerable; excess cardiovascular risk from smoking reduces by half within one year and after five years reverts to about the same level as someone who has never smoked (Critchley and Capewell, 2003).

Concerning asthma, for some time it has been known that passive exposure to tobacco smoke increases the frequency and severity of asthma attacks in children and adults. As already mentioned a recent study has demonstrated for the first time that passive tobacco smoke inhalation increases the risk of developing asthma in adults (Jaakkola, 2003). Not surprisingly cigarette smoking has a harmful effect on the lung capacity of people with asthma, which is demonstrated by impaired lung function tests. People with asthma should be advised not to start smoking or be given strong encouragement and support to quit (Jaakkola, 2003).

The risk of pneumonia is increased by the irritant effect of smoke inhalation accompanied by mucous gland hypertrophy and damage to the immune system. Pneumonia is not only more common among smokers but is also much more likely to be fatal. In 1995, a total of 9,900 deaths from pneumonia were attributed to smoking (Health Education Authority, 1998).

On the subject of lung cancer, the risk of dying from lung cancer rises with the number of cigarettes smoked per day, although duration of smoking is the strongest determinant. Lung cancer is the second most common cancer diagnosed in the UK after breast cancer. Around 41,000 people were diagnosed with lung cancer in the UK in 2008, which are 112 people per day. Lung cancer is the second most common cancer in men after prostate cancer, with more than 22,800 new cases diagnosed in the UK in 2008. More than 17,900 women were diagnosed with lung cancer in the UK in 2008, making it the third most common cancer in women after breast and bowel cancer. More than 8 in 10 lung cancer cases occur in people aged 60 and over. Rates of lung cancer in Scotland are among the highest in the world, reflecting their history of high smoking prevalence. In the 1950s, for every lung cancer case diagnosed in women in the UK, there were 6 in men. That ratio is now 3 cases in women for every 4 in men. Lung cancer incidence rates in men peaked in the late 1970s and since then have decreased by more than 45%. This reflects the decline in smoking rates in men after World War II. Lung cancer rates among women increased slowly until the early 1990s and have since leveled off. The difference in lung cancer trends in men and women reflect variations in past smoking behaviour. Lung cancer is the most common cancer in the world with an estimated 1.61 million new cases diagnosed in 2008 (Cancer Research UK, 2011).

In total, 95 per cent of patients die within five years of diagnosis, with most dying within the first year. Factors contributing to lung cancer including inhaled carcinogens from cigarette smoking play a major part in the development of all lung cancer (squamous cell, adenocarcinoma, small cell, and undifferentiated carcinomas) but lifestyle and genetic factors are also important. This is a highly complex area and understanding could be said to be in its infancy. When smokers give up, their risk of getting lung cancer starts decreasing so that after 10 years an ex-smoker’s risk is about one-third to one-half that of those who continue to smoke. Regarding smoking cessation and respiratory symptoms, a recent study from the Netherlands by Willemse et al, (2004) reviewed the evidence for the impact of smoking cessation on the lungs. It confirmed that giving up smoking prevents further deterioration of lung function and results in an improvement in inflammation of the airways in smokers without respiratory symptoms. This improvement in inflammation is not seen in those with bronchitis or COPD although giving up smoking prevents an excessive decline in lung function in all groups of smokers (Willemse et al, 2004). The researchers concluded that more research is needed on how smoking cessation affects the lungs of people with COPD.

The four fatal lifestyle behaviours: poor diet, lack of physical activity, alcohol consumption and smoking account for a large number of premature deaths in the UK and worldwide. Poor diet leads to an increase in the risk of obesity with consequent risk of developing diabetes and CVD, with 80% of type 2 diabetes resulting from excess weight. CVD remains a significant cause of death and disability throughout the western world. Lack of physical activity can lead to extreme weight gain or obesity, which as a result increased the risk of CHD. Excessive intake of alcohol can damage the heart, raise blood pressure and can lead to incidences of stroke or MI. Smoking is responsible for 81% of lung cancer deaths and 78% of deaths from COPD. It is also responsible for increased risk of CHD. However, many of the risk factors for the development of the diseases mentioned are modifiable through attention to lifestyle and diet.

CAREER-READY STANDARDS VERSUS INDUSTRY STANDARD(S)

CAREER-READY STANDARDS VERSUS INDUSTRY STANDARD(S)

Career-Ready Standards or industry standard(s)

1. The demographics, needs, and abilities of the targeted group are: *

2. Aligned Standards
FfT Connection: Components 1a, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Connection: Steps 3 & 4
Describe the Maryland College and Career-Ready Standards or industry standard(s) to which this SLO aligns. List 2 to 3 standards/indicators including the essential knowledge and skills.
For additional support, visit MSDE’s Website.

3. Academic Goal
FfT Connection: Components 1c, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Connection: Steps 3 & 4
Additional information on SLO target setting is available on the MSDE’s Website.
Note:
• The target setting approach must be reflected on the artifact/roster.
• In Teachscape the artifact/roster will be uploaded under the Academic Goal.
• Refer to SLO tutorial videos and consult your PDLT for further support and information about goal setting approaches.

Target Setting Approach: (Select only one of the following target setting approaches) *

4. Student Learning Objective: *

5. Instructional Strategies for Attaining Objectives
FfT Connection: Components 1a, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Connection: Steps 5 & 6
List 2-4 effective instructional strategies, a description of how the strategies will be used in the classroom and demonstrates evidence of effectiveness for the instructional strategies in reaching the growth target.
To access list of content area suggestions for instructional strategies, visit the Curriculum and Instruction SLO Site.

6. Evidence of Growth
FfT Connection: Components 1f, 3d, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Connection: Steps 7 & 8
How do you plan to monitor student growth between the baseline data and the post-assessment?
Identify 2-3 measureable data sets, the frequency of administration, methods for analyzing,
how this will inform instruction, and how students are engaged in the decision making process.
The following information should be included:
• Name of assessment(s) (Examples include teacher made assessments, unit assessments, student projects, etc.)
• Frequency (How often will you assess the progress of your students towards your Academic Goal)
• Method of analyzing (For example, I will review the bi-weekly formative assessments to analyze the progress on student learning and make adjustments in my teaching as I reflect collaboratively with my colleagues.)
• Sources of information that will inform your instruction (formative/summative assessment results)
• How students will be engaged in the decision making process (Examples include, but are not limited to: student surveys, self-directed learning, student class evaluations, encouraging student voice in learning, self progress learning, peer evaluations of classroom performance)
Prince George’s County Public Schools
Student Learning Objective Handbook
for
Teachers
1
Prince George’s County Public Schools
Board of Education
Segun C. Eubanks, Ed.D., Chair
Carolyn M. Boston, Vice Chair, District 6
Zabrina Epps, M.P.M., District 1
Lupi Quinteros-Grady, District 2
Dinora A. Hernandez, Esq., District 3
Patricia Eubanks, District 4
Verjeana M. Jacobs, Esq., District 5
Vacant, District 7
Edward Burroughs III, District 8
Sonya Williams, District 9
Beverly Anderson, Ph.D.
Vacant, Board Member
Curtis Valentine, M.P.P.
Ava Perry, Student Board Member
Kevin M. Maxwell, Ph.D. Chief Executive Officer
Monique Davis, Ed.D. Shawn Joseph, Ed.D.
Deputy Superintendent of Schools Deputy Superintendent of Teaching and Learning
2
Dr. Mary Young, Officer
Office of Employee Performance and Evaluation
Division of Human Resources
Name Role/Responsibilities Cluster Contacts
Tracey Mosley Administrative Secretary II
Edgar Batenga Project Manager (Clusters 3, 8, 15)
Bridgette Blue Laney Teacher Evaluation/ PGCEA (Clusters 2, 7, 13)
Dr. Juanita Briscoe Evaluation Data and Student Survey
Dr. Michael Brooks Local 2250, SEIU 400, ASASP III (Clusters 10, 12, 14)
Dr. Lita Kelly Administrator Evaluation/ ASASP II (Clusters 1, 4, 5)
Pamela Lee Data
Vacant Email teacher.evaluation@pgcps.org (Clusters 6, 9, 11)
Peer Assistance and Review (PAR) Program
Philip Catania Peer Assistance and Review Instructional Supervisor
Jonathan Wemple Peer Assistance and Review Instructional Specialist
Kenneth B. Haines Peer Assistance and Review Liaison
Larinda Rawlings Peer Assistance and Review Secretary II
Angela Addison-Void Peer Assistance and Review Consulting Teacher
Wendy Brown Peer Assistance and Review Consulting Teacher
Gina Byrd-Phelps Peer Assistance and Review Consulting Teacher
Lashelle Ferguson Peer Assistance and Review Consulting Teacher
Julie Hughey Peer Assistance and Review Consulting Teacher
Tawana R. Lane Peer Assistance and Review Consulting Teacher
Jennifer Lomascolo Peer Assistance and Review Consulting Teacher
Kishanna Poteat-Brown Peer Assistance and Review Consulting Teacher
Mykia Olive Peer Assistance and Review Consulting Teacher
Ivory Rosier Peer Assistance and Review Consulting Teacher
Raymund Rosales Peer Assistance and Review Consulting Teacher
Rowena Shurn Peer Assistance and Review Consulting Teacher
Ranae Stradford Peer Assistance and Review Consulting Teacher
Amanda Stelljies-Willet Peer Assistance and Review Consulting Teacher
Keyshaze Ward Peer Assistance and Review Consulting Teacher
LaTonya Wright Peer Assistance and Review Consulting Teacher
3
Dr. Gladys Whitehead, Executive Director
Curriculum and Instruction
Division of Teaching and Learning
Dr. Kara Libby, Director Amy Rosenkrans, Director
Humanities Sciences
Academic Programs (Natural Sciences)
Judith Russ Elementary Mathematics
Michelle Dyson Secondary Mathematics
Stephanie McLeod Secondary Mathematics
Godfrey Rangasammy PRE-K through Grade 12 Science
Parfait Awono Advanced and Enriched Instruction (IB)
Dr. Diana Kendrick Advanced and Enriched Instruction (AP)
Nana Donkor Health Education
Amy Wiley Physical Education
Carmen Henniger Immersion
Academic Programs (Humanities)
Kia McDaniel English Language Learners
Altramez McQuaige Elementary Reading
Olga Cabon Secondary Reading
Corey Carter Secondary Reading
Sandra Rose Secondary Social Studies
Maria Flores World Languages
Office of Library Media Services
Shari Blohm Supervisor
College and Career Readiness and Innovative Programs
Nancy Maglorie – Advanced Accounting, Principles of Accounting and Finance, Advanced Management, Principles of Business Administration & Management, College and Career Research and Development, Office Systems Management, Computer Software Applications, NAF Ethics in Business, NAF Financial Services, NAF Principles of Accounting, NAF Principles of Finance, Computer Software Applications, Information Technology, Biomedical Science, Nursing Assistant, Academy of Health Science Program
Darlene Bruton – Publishing and Graphics, Technology Education, Project Lead the Way Pre-Engineering Program, and Gateway to Technology
Rhonda Taylor – Child Development, Human Growth and Development through Adolescence, Cosmetology and Barbering, ProStart and Culinary Arts, International Culture and Cuisine, Financial Literacy, and Construction Trades
Early Childhood
4
Laura Barbee-Mathews Coordinating Supervisor
Andreia Searcy Pre-Kindergarten & Head Start
John Ceschini, Officer
Arts Integration Office
Division of Teaching and Learning
Creative Arts Programs Office
Anita Lambert Coordinating Supervisor
Temisha Kinard Dance
Barbara Liedahl Media Arts – TV Production, MS Technology Integration
Judith Hawkins Vocal and General Music
Lionel Harrell Instrumental Music
Elizabeth Stuart Visual Arts
Patricia Payne Theatre
John Ceschini Arts Integration
Dr. Joan M. Rothgeb, Executive Director
Department of Special Education
Division of Teaching and Learning
Mary Bell Academic Resource Class (Autism)
Karen Andrews Community-Reference Instruction and Regional K-12
Lydia Jones-Nunn Early Childhood Special Education
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Table of Contents
About This Guidebook …………………………………………………………………………………………….6
History of Student Learning Objectives (SLOs)
Purpose of SLOs
Code of Maryland Regulations (COMAR)
SLOs: The Basics …………………………………………………………………………………………………….8
Identify sources for historical/trend data
Assessment for Pre-Assessment
Create a Baseline Summary
Identify the Students Targeted
Six Target Setting Approaches
Identify Leadership Practices
Quality Rating Rubric
Creating a Review and Documentation Process ………………………………………………………..13
Evaluator Review .
Building-Level Review Process
District-Level Review Process
Sample Timelines
Frequently Asked Questions…………………………………………………………………18
Resources
Sample SLO Template Worksheet
Data Measures Chart
Community Training and Assistance Center (CTAC) Documents
Non-Disclosure Agreement Form
Sample Template for the Analysis of Student Data
Sample Baseline Data Worksheet
Sample Mid-Interval Check-In Meeting Protocol
Special Education Resource Document
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About This Guidebook
This guidebook describes processes, includes needed forms, and provides examples that will support the development of high quality Student Learning Objectives (SLOs). The SLO process is about student outcomes (i.e., the ends), not about documentation of the instruction process (i.e., the means).
History
SLOs are “a set of goals that measure educators’ progress in achieving student growth targets.” By setting rigorous, comparable, and attainable student growth goals, SLOs provide teachers with an opportunity to demonstrate the extent of academic growth of their students through assessments that are aligned to both state standards and classroom instruction. As such, SLOs are a factor in a teacher’s evaluation rating.
Teachers set SLOs at the beginning of their unit, quarter or semester based upon alignment of the assessment calendar. Then identify the targeted amount of growth that their students will make during the SLO interval (with guidance from the content instructional supervisor and building administrator if needed). These growth targets are set by reviewing baseline data, identifying trends in student performance, selecting the key content and standards that students should know by the end of instruction, and choosing appropriate assessments that measure that content and student growth.
SLOs contain the same type of information:
? Baseline Data and Historical/Trend Data: SLO data should summarize student information (test scores from previous years and the results of pretests), identify student strengths and weaknesses, and review trend data to inform the objective and establish the amount of growth that should take place.
? Student Population: This will include students, content area, grade level, and the number of students included in the objective.
? Targeted Student Population: The specific group(s) of students to whom an SLO applies.
? Interval of Instruction: The duration of the course that an SLO will cover, including the beginning and end dates.
? Standards and Content: The content, skills, and Maryland Career and College Readiness Standards (MDCCRS) or Industry Standards to which an SLO is aligned. All SLOs should be broad enough to represent the most important learning or overarching skills but narrow enough to be measured.
? Assessment(s): The assessment(s) that will be used to measure student growth for the objective. (See the Data Measures Chart in the Resources section).
? Growth Target: The target for student growth should reflect high expectations for student learning and be developmentally appropriate. The targets should be rigorous yet attainable. The target can be tiered for specific students in the classroom to allow all students to demonstrate growth, or the target can be equally applicable to all students in a class, a grade, or a subject.
? Instructional Strategies: Instructional strategies that are intended to support student growth as specified in an SLO should be appropriate for all students or a targeted group of students. SLOs will be useful only if they are actively connected to instructional planning and strategies.
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Purpose of SLO’s
SLOs are increasingly used in states and school districts across the United States as a measure of student growth. Studies suggest that SLOs, when implemented with fidelity, offer a measurement model for student growth that aligns more directly with actual classroom instruction and teacher practices than those of other growth models. By providing teachers and principals with a structured process for selecting assessments and setting goals for student learning, the SLO process builds collaboration and communication while giving teachers greater control over how the growth of their students is assessed and measured.
When coupled with strong professional development for educators for developing rigorous, valid, and high-quality assessments, the SLO process can support improved alignment between Maryland College and Career Readiness Standards (MDCCRS) and Industry Standards, curricula, and classroom assessment while promoting the professional growth of teachers. Because the SLO process provides a clear structure for setting growth goals on a multitude of assessment types (e.g., for example, teacher- or school-created assessments, performance tasks with a rubric, and student work samples), using SLOs encourages better comparability and accurate demonstration of student learning across multiple teacher types.
COMAR Regulations
It should be noted that Teachers and Principals are defined in the regulation and in this Guidebook as follows:
Teachers – Any individual certificated by MDSE as defined in COMAR 13A.12.02. as a teacher who delivers instruction and is responsible for a student or group of students academic progress in a Pre-K-12 public school setting, subject to local system interpretation.
COMAR Section 13A.12.02. includes certification in early childhood (pre-kindergarten-Grade 3), certification in elementary education (Grades 1-6), Certification in middle school education (Grades 4-9), Certification in general secondary academic areas (Grades 7-12), Data Processing (Business) (Grades 7-12), Family and consumer sciences (Grades 7-12), Family and consumer sciences/career technology education (Grades 7-12), Health occupations education (Grades 7- 12), Marketing education- teacher-coordinator (Grades 7-12), Social Studies (Grades 7-12), Technology education (Grades 7-12), Trades and Industry (Grades 7-12), Work-based learning coordinator (Grades 7-12), Other academic subjects (Grades 7-12), Certification in specialty areas (Prekindergarten – Grade 12), English for speakers of other languages (ESOL) (Prekindergarten – Grade 12), Certification in special education, hearing impaired, severely and profoundly disabled, and visually impaired, Certification in American Sign Language (Prekindergarten- Grade 12); Mathematics Instructional Leader (Prekindergarten- Grade 6); Mathematics Instructional Leader (Grades 4-9); and, Specialized Professional Areas.
Specialists positions listed in COMAR 13A.12.03 which include: guidance counselors, media specialists, pupil personnel workers, reading specialists, reading teachers, pyschometrist, school psychologist, therapists (occupational therapists, physical therapists, speech-language pathologists, or audiologists), school social workers, and gifted and talented education specialists are NOT included in this regulation. The only exception would be if the individual delivers instruction, and is responsible for a group of students’ academic progress in a Pre-K-12 public school setting, subject to local school system interpretation.
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SLOs: The Basics
This section addresses the planning process for teachers to develop their SLOs, including data analysis, identifying students, determining the objective statement, etc.
Identify sources for historical/ trend data
Identify if a state assessment was used to inform the data
Consider the following:
Results from prior year assessments or tests that assess knowledge and skills that are prerequisites to the current subject and/or grade.
For example: a French 2 teacher may examine data from the French 1 class data (grades, available assessments, interview with French 1 teacher) to identify the students’ prerequisite knowledge and skills.
Results from assessments in other subjects, including teacher or school generated tests, and state tests that assess pre-requisite knowledge and skills.
For example: a physics teacher may want to examine the results of students’ prior math assessments and their ability to solve complex problems OR, a Spanish I teacher may want to examine students’ general reading and writing abilities from their previous English Language Arts (ELA) classes to identify their knowledge of grammar.
Students’ performance on the work assigned in the first few weeks of the course. This information will provide a picture of students’ level of preparedness based on the pre-requisite knowledge and skills needed for the course. This information can be gathered through assignments (e.g. students ability to read complex scientific texts), surveys, observational checklists, and/or anecdotal notes.
For example: a Computer Programming teacher may administer and analyze a performance assessment to determine students’ level of preparedness.
Assess students for pre-assessment
Consider the following:
Results of beginning of the course teacher, department performance task, the first interim assessment focused on the course enduring understandings. (Based upon alignment with the Data Measures Chart).
For example: a first grade teacher may administer benchmark assessments, Scholastic Reading Inventory (SRI) and Developmental Reading Assessment (DRA), in September of the current school year to determine students’ foundational skills in reading.
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Create a baseline summary for the target group
Consider the following:
Scenarios:
Examining student data to understand learning, determine starting points, and set targets
Use of Data Source #1:
State Assessment
The 5th grade teachers at Riverview Elementary School met to examine selected data about how students had performed on the previous year’s mathematics state assessment. The teachers examined the results on each math strand and found that most students were proficient in arithmetic. However, they struggled with geometry skills concerning shapes and measurements.
Use of Data Source #2:
End-of-Year 4th Grade Common Assessment
Using the end-of-year 4th grade common assessment on geometry, the teachers observed that the content strand in which students struggled the most was measuring perimeters of polygons. Since calculating perimeters was a matter of adding, and students had performed well on the addition strands of both the annual and unit assessments, the teachers were perplexed. They decided to collect new data on students’ geometry skills using questions from the supplemental workbooks of their standards-based math curriculum.
Use of Data Source #3: Supplemental Workbooks
When reviewing the students’ workbook responses, they noticed a pattern. Students performed well on simple perimeter problems when the shapes were drawn for them, but on word problems that required them to combine shapes before adding, they struggled. The teachers hypothesized that students’ difficulties were not with calculating perimeters, but with considering when and how to combine polygons in response to real-world problems. They further hypothesized that students would benefit from opportunities to apply basic geometry skills to novel situations.
? Identify the Student Population and the Interval of Instruction
? Identify the total number of students in a subject area/course
? Identify the students targeted / Target Value
Consider the following:
Teachers can set SLOs that best match their particular teaching responsibilities, subject areas, grade levels, or student populations. Optional student grouping for an SLO:
? Course-level SLOs are focused on the entire student population for a given course, often across multiple classes.
? Class-level SLOs are focused on the student population in a specific class.
? Targeted student SLOs are subgroups of students who need specific support in a class or across multiple classes.
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There are 6 target setting approaches (See Target Setting Approaches Chart)
Common Growth
Growth to Mastery
Banded
Status
Half the Gap
Individualized
Note: No one target setting approach is better than the other. Teachers should use the target setting approach that he/she believes best allows you to demonstrate student growth. The following are only examples. If you have additional questions please contact the appropriate content supervisor. The goal is for teachers to create authentic and meaningful SLOs.
? The common growth approach means that all students in the target group are expected to grow at the same amount.
For example:
20 students will increase their scores by at least 20 lexile points from the pre-SRI (name the pre-assessment) to the post-SRI (name the post-assessment).
? The banded approach means that all students in the target group are grouped with each group grouping at a common amount.
For example:
20 students will increase their scores by at least (20%) in Group A, (10%) in Group B from the pre-Social Studies SLO assessment (name the pre-assessment) to the post- Social Studies SLO assessment (name the post-assessment).
? The half the gap approach means that all students in the target group are expected to grow by half of the performance gap to the identified maximum (e.g., each student achieves half of the points between their initial score and the maximum score)
For example:
20 students will increase their scores by at least half the gap to 100% from the pre-Science SLO assessment (name the pre-assessment) to the post-Science SLO assessment (name the post-assessment).
? The growth to mastery approach means that all students in the target group are expected to grow to a common level of mastery.
For example:
20 students will increase their scores to a mastery level of 70% from pre-Algebra I (name the pre-assessment) to the post-Algebra I (name the post-assessment).
? The status approach means that all students in the target group are expected to grow a specified amount on a more holistic measure (e.g., from one level to the next).
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For example:
20 students will increase their scores by at least 1 status level(s) from the pre-Writing (name the pre-assessment) to the post-Writing (name the post-assessment).
? The individualized approach means that all students in the target group are expected to grow differing amounts based on teachers’ analysis and rationale.
For example:
20 students will increase their scores to at least the identified growth target from the pre-Communications (name the pre-assessment) to the post-Communications (name the post-assessment).
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Target Setting Approaches
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Creating a Review and Documentation Process
It is recommended that the leadership team create a standardized review and documentation process for SLOs. At a minimum, teachers should submit their SLOs in Teachscape to their administrator for review to ensure that the SLO aligns with the teacher rubric of an acceptable standard.
Review Meeting
Teachers and administrators meet to discuss and review an SLO. Your principal may request the following such as student needs assessments, baseline and trend data, assessments used, and documentation forms. The administrator may review the materials, ask clarifying questions to ensure an SLO is appropriate, and provide suggestions for improving it.
Midpoint Check-In Meeting
Often held in conjunction with a pre- or post-observation meeting, the teacher and the administrator discuss the formative assessment results and the progress toward meeting the growth target. In rare cases, the meeting may include making mid-interval adjustments to an SLO.
SLO Close-Out Meeting
The teacher and the administrator should meet to discuss and review the final SLO results. The teacher should submit the relevant assessment data compiled in an appropriately summarized format. In addition, the administrator should consider asking the teacher to reflect on the results as well as his or her experience with the SLO process. Based on this final review, the teacher and the administrator should discuss which instructional practices produced the most evidence of student growth and which instructional practices need refinement for next year’s SLO to further improve student learning.
At the end of the SLO interval, adjustments are allowed in the following situations:
Approved Revisions to Student Learning Objectives
Student Withdrawal
If a student withdraws from a given class or course, the teacher or administrator may revise the affected SLO by removing the student’s name from the target population. If the target value had been entered into Teachscape, the target value should be corrected in Teachscape as well.
Student Attendance
If a student is absent for a given class or course for more than 20% of the days between the Student Learning Objective pre-assessment and the post-assessment, the student may be removed from the SLO impacted. The target value should be adjusted in the SLO documentation and in Teachscape, accordingly.
Start Date
Teachers hired after September 30, 2015 are not required to write any SLOs. Administrators hired during the second semester are not required to write any SLOs.
Note: Students may not be removed from the SLO roster.
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Timeline for SLO
ACTION ITEM DUE DATE Student Learning Objectives (SLOs) Data Review and Pre-Test Administration August 2015 – September 30, 2015 SLO Data Entered in TEACHSCAPE (Dynamic Form) October 2, 2015 Administer SLO Post Assessment January – February 19, 2016 Enter Final SLO Results Data in TEACHSCAPE March 18, 2016
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Student Learning Objectives for TEACHER
QUALITY RATING RUBRIC
Data Review
1 Unsatisfactory
2 Needs Improvement
3 Acceptable
The analysis reflects baseline data and no evidence of historical/trend data review. The student population has been described by specific demographics.
The analysis reflects baseline data (Identification of assessment, limited evidence (1 source) historical/trend data review and review of state assessment). The student population has been described by identification of the subject area/course, Original target value, exception criteria and specific demographics and needs.
The analysis reflects baseline data (Identification of assessment, overview of data, multiple evidence
(2 source) historical/trend data review and review of state assessment). The student population has been described by identification of the subject area/course, original target value, exception criteria and specific demographics, needs and abilities of students. Aligned Standards
1 Unsatisfactory
2 Needs Improvement
3 Acceptable
The content aligns to the target group’s needs.
The content aligns to the target group’s needs and Maryland College and Career-Ready Standards (or industry recognized standards).
The content aligns to the target group’s needs and Maryland College and Career-Ready Standards (or industry recognized standards) that includes essential knowledge and skills. Academic Goal
1 Unsatisfactory
2 Needs Improvement
3 Acceptable
The Student Learning Objective growth target is unacceptable based on the baseline data and the length of the instructional interval. The target setting approach was not identified and/or does not align with the Student Learning Objective. The number of students in the Student Learning Objective matches the Student Population targeted group/Target Value.
The Student Learning Objective growth target is low based on the baseline data and the length of the instructional interval. The target setting approach was identified and aligns with the Student Learning Objective. The number of students matches the Student Population targeted group/Target Value.
The Student Learning Objective growth target is sufficient (aligned to county, state, student growth targets) based on the baseline data and the length of the instructional interval. The target setting approach was identified and aligns with the Student Learning Objective. The number of students matches the Student Population targeted group/Target Value. Instructional Strategies for Obtaining Objectives
1 Unsatisfactory
2 Needs Improvement
3 Acceptable
Two to four instructional strategies are identified in the Student Learning Objective.
Two to four instructional strategies and a description of how the strategies will be used in the classroom are stated.
Two to four effective instructional strategies, a description of how the strategies will be used in the classroom and demonstrates evidence of effectiveness for the instructional strategies are stated. Evidence of Student Growth
1 Unsatisfactory
2 Needs Improvement
3 Acceptable
The plan uses formative assessment from multiple ongoing measures.
The plan uses formative assessment from multiple ongoing measures and the frequency of administration.
The plan uses formative assessment from multiple ongoing measures, the frequency of administration, methods for analyzing, how this will inform instruction, and how students are engaged in the student decision making process.
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Key Rubric Language
Data Review
? Baseline Evidence: Provides information from the pre-assessment or other assessment(s) used to determine an initial point in time for student learning.
? Historical/Trend Data: This data includes (not limited to): early coursework, standardized test scores, interim benchmarks, authentic student portfolio, report cards, prior SLOs, interest survey, perception survey and learning preference survey.

Activity: schedule and budgeting exercise for project scenario

OverviewIt is now important to consider how to manage project obstacles and risks. Being able to continue the progression of a project is important in the face of unpredictable conditions in the internal and external environment of an organization. InstructionsWrite a one-page paper in which you:Outline the process you would use to move to a centralized structure.Go back to the Week 3 assignment, Organizing HR Projects, and consider the goal of the project.Conduct research on centralized and decentralized organizations and come up with three tasks that you would need to move to a centralized structure. Consider methods for assigning costs to tasks and come up with the process (not the actual budget) that you would use to determine a budget.Write a one-page paper outlining the process you would use. Create a WBS for the project and analyze each task using the Project Budget WBS Template [XLSX]. Review, as needed, the following sites regarding cost estimation:https://www.smartsheet.com/ultimate-guide-project-cost-estimating

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Attitudes of Health Care Providers to Persons with HIV/AIDS


Attitudes of Health Care Providers to Persons Living With HIV/AIDS in


Lagos State, Nigeria

Sylvia Bolanle Adebajo1, Abisola O Bamgbala1 and Muriel A Oyediran2


ABSTRACT

This study was conducted to examine the knowledge, beliefs, and attitudes of nurses and laboratory technologists towards people living with HIV/AIDS (PLWA) and the factors responsible for these attitudes. Information was elicited from 254 randomly selected nurses and laboratory technologists from 15 government-owned health facilities in Lagos State with the use of a structured questionnaire. Results indicate that most of the respondents (96.3%) had moderate to good knowledge of HIV/AIDS. Respondents’ level of knowledge was influenced by the level of formal education attained, length of practice, gender, and attendance at refresher courses on HIV/AIDS (p < 0.05). In contrast, respondents’ age, occupation and religion did not significantly influence their level of knowledge (p > 0.05). Attitude towards PLWA was poor. Some (55.9%) of the health workers felt that PLWAs are responsible for their illness, while 35.4% felt that they deserve the punishment for their sexual misbehaviors. Only 52.8% of the respondents expressed willingness to work in the same office with a PLWA, while only 18.0% would accept to visit or encourage their children to visit a PLWA, probably because of the fear of contagion. It is, therefore, essential that health care providers be properly informed in order to improve their quality of care for PLWAs.

(Afr J Reprod Health

2003; 7[1]: 103- 112)


KEY WORDS:


AIDS, HIV, attitude, health care providers, PLWA


INTRODUCTION

From the beginning of the pandemic in 1981 to date, HIV has continued to spread at the rate of more than 10,000 new cases per day despite significant efforts made to contain its spread.1 If this trend persists unchecked, a cumulative total of over 60 million adults would have been infected by the end of the year 2000 with the largest number (63%) emerging from sub-Saharan Africa.2

Nigeria, the most populous country in Africa is not spared, as the epidemic continues to show a rapidly increasing trend with a median prevalence of over 5% and over two million people already infected.

With the increasing number of people living with HIV/AIDS, AIDS control and preventive strategies must not only continue to encourage behavioural modifications by all, but should also highlight the need to respect the rights to care of the increasing number of people with HIV/AIDS. In addition, there should be full integration of these persons within the context of their families and the society at large in the most appropriate ways that would allow them to continue to live productive lives socially and economically. In reality, however, the fear of being infected at workplaces, educational institutions and in the community has led to irrational and discriminatory treatment of people living with HIV/AIDS (PLWA). Their rights to employment, housing, education and even health and nursing care are being violated because of their HIV status.5-7 This practice unfortunately exists despite strong evidence from research that has revealed that non-sexual contact with HIV positive individuals carries little or no risk.5, 8-11 This is even more so if careful precautions with blood products are taken, as this further protects people from contracting the infection.

Health care providers, who are also members of the general community, are likely to elicit similar prejudicial and fearful reactions to HIV/AIDS infected persons as members of the community. The resultant effects of such negative attitudes include poor patient management, with people being denied most needed treatment, care and support. This in turn could affect their morale, self-esteem and self-determination to live quality lives devoid of stigma, fear, repression and discrimination.

Maintaining the desired quality of life of people with HIV/AIDS is possible mainly through extensive, competent and compassionate nursing care. Yet, the provision of this care raises health and occupational concerns for all levels of health care providers. There is, therefore, an urgent need for all health care providers, particularly nurses who have direct contact and spend more time with patients, to examine their personal attitudes towards PLWAs, as this can compromise compassionate care.

This study is aimed at determining the level of knowledge, attitudes and beliefs of nurses and laboratory technologists towards HIV/AIDS infected persons and to recommend appropriate measures to address the deficiencies identified.


MATERIALS AND METHODS

This descriptive cross-sectional survey of three hundred registered nurses and laboratory health technologists was conducted between July and September 1999 in Lagos State, the most populous state in Nigeria. It was conducted to assess their level of knowledge of the causes, modes of transmission and methods prevention of HIV/AIDS and their attitudes to people living with HIV/AIDS using a well structured, self-administered questionnaire that contained 44 items.

With permission sought from all relevant authorities, selected respondents who gave their full consent to participate in the study were recruited. Prior to this, they were duly informed about the general nature and purpose of the study and their right to withdraw at any time without prejudice to their present or future employment.

Respondents’ level of knowledge of HIV/AIDS was computed by judging their answers to the causes, modes of transmission and prevention of HIV/AIDS. A mark was awarded for every correct response to a set of questions and no mark was awarded for incorrect responses. The total mark obtainable was sixteen and the levels of knowledge based on the highest scores attainable were as follows: 0-9 = poor knowledge; 10-12 = fair knowledge; and 13-16 = good knowledge.

Similarly, respondents’ attitude to PLWA was also assessed quantitatively judging from the proportion of `yes’ responses to individual questions asked on how they would react, relate or treat PLWAs. These responses were computed individually.


Sampling

From a comprehensive list of government-owned health facilities in the Lagos metropolis, fifteen health facilities were randomly selected by simple balloting. From each selected health facility, a list of names of nurses and laboratory technologists was obtained from the respective medical directors. From the list, respondents were selected by stratified sampling method using a ratio of two laboratory technologists to three trained nurses. A maximum of 20 health workers comprising thirteen nurses and seven laboratory technologists were recruited from each health facility.

To ensure anonymity and confidentiality, respondents in each health facility were requested to drop their completed questionnaires devoid of personal identities into sealed boxes provided by the study team. The questionnaires were administered and collected in the boxes provided by the principal investigator assisted by four experienced and trained interviewers.

Two hundred and fifty four questionnaires (84.6%) were returned at the end of the data collection exercise. Data obtained were crosschecked for consistency and analysed using the statistical analysis software (SAS Institute Inc, Cary, C).


RESULTS

Two hundred and fifty four health workers comprising one hundred and four (40.9%) laboratory technologists and one hundred and fifty nurses (59.1%) were surveyed. There was a disproportionate sex distribution of 181 (71.3%) females and 73 (28.7%) males.

Many (56.7%) of them were aged between 30 and 39 years with a mean age of 36.0 years (SD 6.42). Less than half of the respondents had practiced for 10-15 years with an average duration of 10.4 years (SD 5.64). Over three quarters of the respondents were Christians and the majority of them had been sponsored by their health facilities to attend at least one refresher course on HIV/AIDS.


Levels of Knowledge of HIV/AIDS

Two hundred and forty respondents (94.5%) claimed that they had seen at least one case of AIDS. Based on a total of 16 marks, one hundred respondents (39.4%) had very good knowledge, one hundred and forty five (57.1%) had fair knowledge, while only nine (3.5%) had poor knowledge. A high level of knowledge of HIV/AIDS was displayed by respondents who had higher level of formal education compared to those with lower levels (p = 0.016). The longer the length of practice, the higher the level of knowledge (p = 0.0003); more males (40.6%) than females (37.5%) had excellent scores on knowledge (p= 0.009); and attending a refresher course on HIV/AIDS was associated with a higher level of knowledge (p = 0.01). In contrast, age, occupation and religion did not significantly influence the level of knowledge of respondents (p > 0.05).

Although the overall level of knowledge of the modes of transmission and methods of prevention was fair, there were some deficiencies and misconceptions. (Table 1)


Causes and Modes of Transmission of HIV

Over ninety five per cent of the respondents knew the causes of AIDS and correctly identified heterosexual intercourse, blood transfusion and sharp instruments as some modes of transmission of HIV. However, in addition to these, some respondents believed that HIV could also be transmitted through insect bites (15.7%), hugging or touching an infected person (9.4%), sharing the same toilet and cooking utensils with an infected person (9.4%), and by having skin contact with an infected person (27.1%).


High Risk Target Population

People who indulge in prostitution, homosexuality and multiple sexual partnering were correctly identified by over 90% of the respondents as groups of people at high risk of contracting HIV. However, an appreciable proportion (50%) of the respondents failed to identify commercial drivers, adolescents and drug addicts as other high risk groups.

Likewise, the respondents had poor knowledge of the groups of people least likely to contract HIV. For example, 72.4% and 92.1% respectively of the respondents incorrectly identified patients in hospital and health care providers as groups also at high risk of contracting HIV/AIDS.


Areas of Misconception Identified

Some degree of homophobia was detected among the respondents. Over one third of the them felt that all homosexuals have AIDS. A large proportion of the respondents (82.7%) did not know that women are at increased risk of contracting or transmitting HIV during their menstrual period. A few of the respondents (18.1%) felt that AIDS is curable if treatment is commenced early.

Although 94.5% of the respondents correctly identified blood as a vehicle of transmission of HIV, only 81.1% and 71.7% correctly identified vaginal and semen secretions respectively. Furthermore, 69.9%, 78.0% and 76.4% of the respondents respectively thought that HIV can be transmitted through saliva, tears and sweat.


Attitudes of Respondents to People Living with HIV/AIDS

Two hundred and thirty eight respondents (93.7%) believed that HIV/AIDS is a serious threat to health workers and 87% believed that treating PLWA puts them at increased risk of contracting HIV. Many of the respondents (79.5%) believed that an HIV infected person poses a great danger to others, 34.7% felt that HIV infected persons should be isolated, over half (55.9%) felt that AIDS patients are responsible for their illness, and 90 (34.4%) felt that they deserve the consequences of their reckless life as a form of punishment from God. Many (89.8%), however, felt that they do not deserve to die. Majority (94.5%) felt that they deserve to be treated with empathy and understanding and given the best medical care possible.

Whilst many of the respondents felt that persons with AIDS should be allowed to live their normal lives, i.e., to continue working or schooling, 44 (17.3%) believed that they should be relieved of their jobs and 50 (19.7%) recommended that students infected with AIDS should be expelled from school.

The majority of respondents (91.3%) claimed that they would retain their friendship with PLWAs, 154 (52.8%) expressed their willingness to work in the same office with an AIDS patient and only 46 (18.0%) said they would visit or encourage their children to visit an AIDS patient.


Attitude of Health Workers towards Treatment of HIV/AIDS Patients

Ninety three per cent of the respondents accepted that they are duty bound to treat all ill ersons irrespective of their HIV status and agreed to treat persons known to be infected with HIV/AIDS. A lower percentage (87.4%) agreed to examine or touch them. Most of the respondents (87.4%) advocated for the screening of all patients prior to admission into the wards particularly those admitted for surgical procedures, but only 108 (42.5%) would encourage the admission of PLWAs to the wards.


Respondents’ Level of Awareness of the Universal Precautions against HIV

Two hundred and eight respondents (81.9%) were aware of and had read the universal precautions for health workers, while only 66 (26.0%) were aware of its existence at their workplaces. Only about half (52.4%) were privileged to attend a refresher course on HIV/AIDS, and when asked almost all the respondents expressed the desire to attend a refresher course on HIV/AIDS if given the opportunity.


Attitudes of Health Workers to HIV Screening

Only seventy respondents (28.0%) had been screened for HIV. Of these, 31.4% were screened prior to blood donation, 45.7% out of curiosity or for personal interests, 17.1% either on doctor’s advice or for routine antenatal check, and 5.7% for travel requirements. Other respondents (72.0%) had never been screened because of fear (18.5%), high cost of the test(s) (9.8%), and a strong conviction that they will never be infected (71.7%).

However, many of the respondents (83.5%) said they were willing to be tested if HIV screening is provided free of charge. All the respondents unanimously agreed that HIV screening should be made free for all health workers.

More respondents aged 30-39 years (37.5%) had been screened for HIV when compared with 11.1% and 16.2% of those aged 20-29 years and above 40 years respectively (p = 0.0001). More male respondents (46.6%) had been screened for HIV compared to 20.3% of females (p = 0.0003). The longer the length of practice, the less likely it was for respondents to have been screened (p = 0.03). Also, 34.6% of the laboratory technologists were screened, compared to 23.3% of nurses although this difference was weakly statistically significant (p = 0.049).

In contrast, the level of formal education and religion of respondents did not significantly influence whether or not they were screened for HIV (p > 0.05).


DISCUSSION

Until recently, HIV/AIDS control programmes in Nigeria had focused primarily on preventing the spread of HIV through behaviour modifications. However, with the growing number of PLWAs, there is increasing concern on the crucial role of the health care delivery system in providing wide range of care and support. This has become inevitable as almost every person living with HIV is bound to fall sick at one time or the other, thereby requiring medical care from health workers who are well trained and willing to provide such care.

The study revealed that a significant proportion (96.5%) of the study subjects had appreciable (moderate to high scores) knowledge of the causes and prevention of HIV/ AIDS. However, in spite of this, there existed many gaps in their knowledge of HIV and they had various misconceptions regarding how HIV/AIDS can be transmitted. In addition, a strong apprehension on how to handle the contagious nature of the disease was revealed.

Most of the respondents (96.0%) knew the causative agent of AIDS to be a virus and the main modes of transmission to be sexual intercourse, blood transfusion, sharing sharp objects and perinatal transmission. However, there were also erroneous beliefs by the majority of the respondents that the HIV could be transmitted through insect bites (84.3%), touching and hugging (90.6%), sharing of toilet facilities with infected persons (90.6%), and poor levels of health and nutrition (92.9%). Okotie et al, in their study amongst civil servants, reported much lower figures of 36.8% and 37.9% on the sharing of utensils and casual kissing respectively as other modes of transmission.

Epidemiological studies throughout the world have reported only three main modes of HIV transmission. One is through sexual intercourse with an infected person; second, through exposure to blood, blood products or transplanted organs or tissues; and third, from an infected mother to her fetus or infant before, during or shortly after birth. Casual contacts such as touching, hugging and kissing an infected person with HIV/AIDS do not result in HIV transmission.18

Respondents had varied knowledge of people at high risk of contracting HIV/AIDS.

Whilst a significant proportion correctly identified prostitutes (100%), homosexuals (93.7%), people with multiple sexual partners (94.4%), only 64.6%, 44.4% and 45.2% ofthe respondents respectively correctly identified intravenous drug users, commercial drivers and adolescents as other high risk groups. In addition, many of them did not seem to know groups of people who are least likely to contract HIV/AIDS. For example, 92.1% and 72.4% of the respondents felt that health workers and in-patients are at very high risk of contracting HIV. Odujinrin et al reported much lower figures (51.5%) of health workers who identified homosexuals as a high risk group.

Studies have suggested that the risk of nosocomial transmission of HIV is extremely low (0.3%) even after accidental parenteral inoculation.6,8,17,20-21 The incidence of HIV infection resulting from needle stick injury is a rare event with only 41 cases reported worldwide.