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NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper Strategic planning is a completely valid and useful tool for guiding all types of organizations, including healthcare organizations. The organizational level at which the strategic planning process is relevant depends on the unit’s size, its complexity and the differentiation of the service provided.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper A cardiology department, a hydrodynamic unit or an neurophysiology’s unit can be an appropriate level, as long as their plans align with other plans at higher levels. The leader of each unit is the person responsible for promoting the planning process, a core and essential part of his or her role. The process of strategic planning is programmable, systematic, rational, and holistic and integrates the short, medium and long term, allowing the healthcare organization to focus on relevant and lasting transformations for the future.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper Permalink: https://nursingpaperessays.com/ nurs-6241-strate…ions-essay-paper / Strategic Planning in the Healthcare Industry Over the last 10 years we have seen a tremendous change in the healthcare industry. Whether it is a shift in philosophy to focus on more value-based care or navigating the impact of implementing the Affordable Care Act here in the United States, significant shifts and changes have occurred and are occurring every day. Given the relative unpredictability of how the healthcare market will change, is there really any use for those in the industry to go through a strategic planning initiative? The answer is of course yes, but the real question is “how?”NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper To be successful in the future, no matter how turbulent the path forward may be, organizations need to create a vision based on the best future assumptions they can identify. With any strategic planning effort is it really important to have at its foundation key assumptions about how the world will be different. Organizations then can describe what they need to look like given those future assumptions, and then design a strategy to help them bridge the gap between where they are today and achieving that future success. But if all our assumptions of the future are up in the air, then how can we really build a strategy effectively?NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper I would argue that in industries that are experiencing a lot of change it is even more important to be strategic! Yes, there are many unknowns given the relative volatility of the US political landscape as it pertains to healthcare. But there are some key assumptions that can be made that are relative certainties regardless of any potential future political or regulatory shifts? If we can identify those “most probable” assumptions in the healthcare industry or in our particular marketplace, then it would be worth our time to identify them and begin building our response strategies accordingly. I would like to present the follow set of ideas as examples of assumptions that most participants in the healthcare sector need to consider over the next five years and could be the basis for strategic discussion. These are not meant to be all inclusive, but merely to demonstrate that there are fundamental assumptions that can be identified even in a marketplace where significant uncertainty exists.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper The need to provide ever increasing quality patient care will continue. The focus over the next five years will continue to be on delivering highly impactful, cost-effective healthcare. Whether it is driven by key stakeholder requirements or customer expectations, we know that successful players in the healthcare industry will be those that can generate healthy outcomes for their patients. Fundamentalist having strategies built around improved effectiveness and efficiency in delivering quality patient care will be a fundamental requirement in the future. No real surprises but any strategic discussion in the healthcare sector must begin with patient care! The point is that the ability to differentiate regarding healthcare outcomes will be the bases for any future success in the industry.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper Changing in customer volume and demographics will continue. The fact is that the US population is going to continue to grow over the next five years. In May of 2017, the US passed the 325 million mark and is expected to be over 332 million by 2020 (US Census data). That means essentially there will be more people needing care in the future with some healthcare markets seeing fairly dramatic increases in patient populations. We have seen a significant impact in demographic shifts in the US over the last five years and this trend will continue over the next five years as the increases in Hispanic and Asian demographic groups continues at a high rate. How will these assumptions impact capacity requirements or service delivery requirements within the healthcare sector? Labor supply changes. The US has seen labor supply grow by 2.6 percent per year over the last decade, but that trend will not continue. Rand researchers (Karoly & Panis, 2004) have postulated that the growth of labor supply will only be around .04 percent over the next decade and will be even smaller the following decade.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper Also, while the trend has been a more aging workforce over the last 20 years this will also change with the workforce being more evenly balanced across age groups in the future. How will this impact the availability of skill workers and experience levels in the healthcare industry? What does this mean for how we need to recruit and retain of workforce? Continued increase on wellness and prevention. Significant increase in innovation with regard to nutrition for example will be driven by increase consumer demand for wellness. Patients are sharing that they want advice on weight management and diet therapies (PwC Health Research Institute, 2016) for example leading to increased focus on these services within the industry. Smoking cessation and fitness programs are other programs that are already tied to health outcomes and will continue to be important in the future. How will this trend impact the future services healthcare practitioners will provide? Or the information they make available to their patients?NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper Emerging technologies in the healthcare marketplace. PWC reports that “the US health industry lags behind other industries, such as retail and telecommunications, in deploying emerging technologies, including artificial intelligence, drones and virtual reality but that this trend is about to change.” (PwC Health Research Institute, 2016). Accenture reports that “the global healthcare industry in the year 2020 will be a highly connected environment powered by large data networks, cloud computing, and mobile devices. There will be widespread increases in the number of connected healthcare networks providing seamless integration between care providers, patients, pharmaceutical companies, health insurers, and other invested parties anywhere in the world. Care within this model will become more patient-eccentric, less expensive to provide, and more innovative.” (Meissner, 2013). These assumptions would call for a need to invest in breakthrough technologies that impact how patient care is provided and operational business processes are managed moving forward. This will also impact the types of skills needed in the future within the industry.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper Rising operating costs driven by government regulations and expanded capacity requirements will impact the financial viability of healthcare systems (Jonash & Ronanki, 2015). Healthcare CEO’s and COO’s must find innovative was to drive revenue and decrease costs. How will rising costs impact the future viability of healthcare providers? How must they change how they do business? In what areas must they innovate to reduce costs? I share these discussion points as merely a sampling of assumptions that could be discussed by healthcare industry players in formulating their 3-5-year strategies. With proper research conducted, there are dozens of additional assumptions that we could discuss to really understand the future of the healthcare industry. I provide these few ideas as evidence that even in an industry that is experiencing rapid, constant change, there is a need to really understand how the world will be different in the future. To do so, we must first understand what assumptions can be made and set out to use a strategic planning framework to understand how our healthcare organization must transform in the future in the face of those assumptions. Once we are able to articulate that future successful state, we can then work to understand what must be accomplished to get from where we are today to achieving the needed transformation that must take place in the next few years – our strategy becomes the path and the plan to future success. NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper Strategic planning is a process by which we determine the answers to two questions and then craft a plan to achieve desires results. The two questions are: • How much? • By when? These questions are generally framed as goals and objectives, while the action plan that supports these two questions is called strategies and tactics. Oftentimes, the strategic plan is divided into strategic themes — also called areas of focus, pillars of excellence or some similar terms — which is how Harvard Medical School approached its planning process. Emory University followed a similar model, identifying five strategic themes on which to develop its 10-year plan.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper Regardless of the methodology used, it is vital that the organization establish concrete definitions for the strategic planning process itself. At a minimum, goals, objectives, strategies and tactics should all have specific definitions that are agreed upon by every person on the strategic planning team, similar to those established at the California State University at Fresno. Goals provide the organization long-term focus, while objectives provide the quantitative measurements for achieving the goals. Strategies and tactics are those things we implement on a week-to-week and day-to-day basis that we believe have the best chance of achieving the objectives. The University of Illinois adopted four long-term goals aimed at making the university one of the premier institutions of higher learning in the country.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper In order to create a relevant and timely strategic plan, the organization must first collect and disseminate information that provides a conceptual framework to help understand current conditions. Michigan State University does this by focusing on: • Internal operational constraints; • The external environment and the realities it imposes; • The organization’s intentions and priorities; and • The organization’s sense of direction. The key to any strategic plan is to first answer the two important questions of how much, by when, and identify baselines and targets for each of its strategic plan objectives. Without measurable and quantifiable strategic plan objectives, the planning process remains largely unfocused, with real results weak or non-existent.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper Set a long-term vision through goals, identify strong objectives to measure progress toward the goals and then create actionable strategies and tactics that will move the objectives toward the desired results. That is the fundamental definition of strategic planning. Strategic planning is a completely valid and useful tool for guiding all types of organizations, including healthcare organizations. The organizational level at which the strategic planning process is relevant depends on the unit’s size, its complexity, and the differentiation of the service provided. A cardiology department, a hydrodynamic unit, or an neurophysiology’s unit can be an appropriate level, as long as their plans align with other plans at higher levels. The leader of each unit is the person responsible for promoting the planning process, a core and essential part of his or her role. The process of strategic planning is programmable, systematic, rational, and holistic and integrates the short, medium, and long term, allowing the healthcare organization to focus on relevant and lasting transformations for the future.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper The 5 Stages of Strategic Health Care Planning Strategic planning is a proven resource for enabling health care organizations to navigate an environment that evolves continually. It allows organizational leaders to clearly identify and communicate organizational objectives. [1] Health care administrators often fill the strategic plan leader role for care provider organizations. The following article details the basics of the most common strategic planning technique known to organizational leaders -SWOT analysis which stands for: • Strengths • Weaknesses • Opportunities • Threats When executed correctly, strategic planning results in an ongoing process of discovery and improvement. Analyzing the External Environment Strategic plan leaders begin a SWOT analysis external evaluation by segmenting patients into groups relevant to organizational objectives. [3] Next, they identify and record characteristics that differentiate competing health care organizations while noting how their own organization compare to these groups. Providers are the next important influence that plan leaders analyze when evaluating external influences. The final external factor is the objectives of the organization owner such as an individual, enterprise, or government agency. For example, a retail organization might start with geographical competitors, a global enterprise with changing political environments, and a government agency may begin with a review of current public needs.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper Analyzing the Internal Environment During this phase, plan leaders evaluate resources that stakeholders can change such as budgets and contractual agreements. They must also assess the organization’s legal environment during this phase. Other entities, such as unions and organizational decision makers, also represent important groups that plan leaders must evaluate. Finally, strategic plan leaders must assess processes related to clinical services and how these factors contribute to quality of service and patient outcomes. The SWOT Matrix During this stage of planning, the plan leader and the designated strategic planning group have developed several opportunities for improvement and move SWOT analysis. The evaluation team now examines the internal strengths and weaknesses as well as external opportunities and threats, categorizing the internal and external influences into one of four SWOT matrices labeled strengths, weaknesses, opportunities or threats. With external factors — such as economic, technological, or legislative influences — organizations must exploit opportunities and protect themselves from threats. For internal influences, decision makers develop strategic plans to mitigate weaknesses and nurture and grow strengths in order to maximize organizational performance. Plan leaders also delineate the importance of each influence by ranking results as high, medium, or low importance, rankings that the organization later uses to decide which strategies to pursue.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper Strategic Alternatives During the fourth phase, the strategic planning team formally records alternative actions into a document without regard for whether the idea is viable. The strategic planning steering committee then classifies the alternative actions into defined action groups. Now group participants refine and vet the suggestions while narrowing down the scope of activities to realistic undertakings. During this stage, the steering committee identifies and discards the suggestions that do not meet organizational objectives or fall outside the scope of possibility. When this phase ends, the steering committee will have identified a maximum of 20 action items as potentially viable options for strategic action. Strategic Areas and Objectives Ideally, the team should have settled on 5 to 6 strategic areas to focus on over the next several years by now, making sure not to exceed ten improvement areas in total. Spreading organizational resources too thin will result in poor outcomes for all strategic activities.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper An activity must remain open to intervention for the entire duration of the plan, and the team should identify no more than 5 objectives for each area. Finally, the team must name the strategic area using generic terminology that does not influence activities one way or the other. For example, the team might name an area “Performance” rather than “Performance Improvement,” because “Performance can include “Performance Improvement” as well as other objectives. A Successful SWOT Case Study In 2011, the Rush University Medical Center wanted to improve its ability to manage incoming patients. [3] At the time, the facility managed beds by manually tracking inventory with clipboards, which greatly limited the amount of patients that could check in each day. The organization opted to expand on an internal strength (the TeleTracking patient flow software that the facility already utilized for transfers) by expanding the technology to manage bed occupancy. After initiating this strategic action, the medical center experienced a transfer volume increase from 1,200 to 4,000 patients per year and a $53-million-dollar increase in revenue.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper There are some planning initiatives overreach so far that activities start to spiral out of control. [2] When this occurs, health care administrators keep strategic planning initiatives on track. It is critical that administrators recognize the difference between being agile and flopping when faced with this challenge. Flopping involves making random changes and hoping for positive outcomes, where agility is making an alternative decision based on experience and forward thinking. It is inevitable that strategic plans will meet with some troubles, but this is when the best and brightest health care administrators display their merit by leading organizations out of troubled waters. Best Practices for Creating a Hospital Strategic Plan in Uncertain Times I came across this article the other day on Becker Hospital Review and thought it would be a great one to share for those in the medical field who are in the strategic planning process. James R. Trimarchi, director of strategic planning at Southwestern Vermont Medical Center in Bennington, explains what he believes are the 5 best practices for creating a hospital strategic plan in uncertain times.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper Healthcare reform legislation has increased demands concerning quality, cost and efficiency of hospitals and health systems. One way to manage these expectations is to create a strategic plan that clearly outlines goals for the future and how to reach them. “Strategic planning is more important now than it’s ever been,” says James R. Trimarchi, director of strategic planning at Southwestern Vermont Medical Center in Bennington. Although strategic planning can help hospitals manage changes from new rules and regulations, it presents its own challenges. “Strategic planning works best when the marketplace is either in a stable trajectory or a known trajectory. The current healthcare environment is neither,” Mr. Trimarchi says. However, practices like frequent evaluation can help combat the uncertain future. Mr. Trimarchi offers five tips for creating a strategic plan in today’s world. 1. Follow the strategic plan anatomy. The strategic plan establishes several strategies that help focus resources to better achieve mid-range goals that support the organization’s mission and vision. A strategic plan has a cascading anatomy. The mission and vision serve as the touch stone and rarely change. Goals are three- to five-year targets that if achieved would move the organization towards its mission and vision. Strategies are specific actionable approaches. Measures monitor progress towards the goals and are the tool used to determine if particular strategies are working. If a measure indicates a strategy is not effectively moving the organization towards its goals, then the strategy should be discontinued and a different strategy should be launched. Adhering to this cascading anatomy (mission, vision, goals and strategies tracked by measures) helps hospitals avoid drifting away from the core mission and vision in uncertain times yet allows organizations to remain flexible enough to respond to changes in regulations and the marketplace by reallocating resources, Mr. Trimarchi says.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper 2. Push strategies close to the mission and vision. The larger the separation between strategies and the core mission and vision the more regulatory or marketplace changes can disrupt the relevance of the strategic plan. Choosing strategies closely linked to the mission and vision introduces a level of certainty to an otherwise vague future. 3. Focus on a few goals. Following the “less is more” philosophy is key to forming a successful strategic plan, according to Mr. Trimarchi. If the plan includes too many goals, “not only can you not keep them straight, but you dilute resources,” he says. Instead of a list of 20 goals, Mr. Trimarchi suggests concentrating on the top five to six concerns. Hospitals can then reallocate resources to support and achieve the most important goals. 4. Be realistic. “Identifying the doable” is essential to strategic plans. Keeping goals and strategies realistic will help hospitals make real improvements in the organization, whereas spending time on impractical goals will stifle hospitals’ progress. A common mistake people make when forming a strategic plan is including strategies or goals that are “too grandiose without enough capital or resources to accomplish them” Mr. Trimarchi says. Identifying feasible strategies may be particularly challenging in the current environment. “Ascertaining the doable is somewhat dependent upon your ability to predict the future,” Mr. Trimarchi says. He suggests leaders honestly ask themselves whether they can actually implement a strategy to help ascertain whether a strategy is realistic.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper 5. Develop really good measures. One of the most important elements of an effective strategic plan is developing measures to monitor progress made towards the goals. Depending on what the measures show, hospitals may have to alter strategies to better reach their goals. “It is so important today to have really good measures to monitor where you’re going because the environment is changing so fast and you may need to change strategies,” Mr. Trimarchi says.Mr. Trimarchi describes a measure Southwestern Vermont Medical Center used to assess progress in its goal of reducing CT scan utilization. SVMC wanted to lower CT use per patient because of the harmful effects of radiation. Simultaneously, however, the hospital was trying to open a new market. If the hospital measured the overall volume of CT scans, the numbers would show an increase because of additional patients from the new market. Instead, SVMC tracked the number of CT scans for patients from a particular zip code in the original market. This technique more accurately measured progress towards the goal of reducing CT scan utilization because it reflected CT use per person within a defined geography. As the overall use of CT scans increased due to an expanding market, the CT scans per zip code decreased, suggesting lower usage per person. This example demonstrates the complexity of thinking required to develop useful strategic measures. The rate at which hospitals should measure progress depends in part on how fast hospitals anticipate meeting their goals, according to Mr. Trimarchi. A short-term goal will require more frequent tracking and evaluation of measures, such as monthly, whereas long-term goals can be reviewed quarterly. Regardless of the frequency of review the question that should be answered is ‘Are we making progress or do we need to change the strategies?’ Mr. Trimarchi says. Adhering to these five basic practices can help hospitals develop a strategic plan that is focused, effective and flexible. By leveraging measures to continually evaluate progress towards the goals the strategic plan becomes a living document that can guide an institution through uncertain times.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper strategies for hospital financial planning in an era of value, consumerism and growing drug costs As hospitals more fully embrace value-based care and as patients begin to shoulder more of their own healthcare costs, traditional financial planning strategies may no longer hold. In a panel discussion at Becker’s 5th Annual CEO + CFO Round table in Chicago, four financial leaders and experts from the healthcare industry discussed these trends and how they have adjusted their approaches to financial planning. Panelists included Janice James, co-founder and managing partner of Prism Healthcare Partners, Lisa Carlson, interim CFO of Chilliness, Ohio-based Adena Health System, Dennis Hesch, executive vice president and CFO of Urban-Ill.-based Carlie Health System, and Stan Frazier, vice president of solution engineering at Relay Health. Here are five takeaways from the discussion. 1. Focus on quality and cost improvements will follow. At this point, every hospital needs to be invested in some way in driving quality improvements. “There is a cost to quality that no one can afford not to take on,” Mr. Frazier said. A focus on care standardization and providing value for patients can help drive down costs, too. “It’s very important we focus on clinical quality as we move forward, and this will inevitability going to lead to discussions about cost control,” Ms. James said.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper 2. Don’t isolate financial planning. “Most of my time in healthcare you could do the accountant-in-a-dark-closet approach to financial planning and make some reasonable assumptions; know what investments are required for the status quo,” Ms. Carlson said. Now these assumptions need to be re based for the new healthcare environment, she said. Every healthcare organization is at a different point on the journey to value-based care, and sometimes departments within an organization have made varying levels of progress. “Financial planning can no longer be in those three- to five-year plan ranges,” Mr. Hesch said. “It requires continual moderating.”NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper 3. Adjust revenue cycle management for the new payer — patients. Increasing out-of-pocket costs and the rise of high-deductible health plans means patients are writing their own checks. “You used to deal with 15 or 20 payers. Now you are dealing with hundreds of thousands of patients. It’s much more complicated and much more labor intensive.” Mr. Hesch said. Revenue cycle processes need to be sophisticated to collect from patients with any success. Mr. Frazier suggested investing in eligibility and estimation products that help pinpoint a patient’s propensity to pay so providers can tailor revenue cycle strategies and efforts effectively. 4. Invest in experts to get the most out of your data. “Data analytics is the biggest place everybody is looking to capture and drive improvement,” Mr. Hesch said. But, he added, “You need actionable data at the right time to affect change.” Many organizations are doing a great job collecting data, but not-so-great a job of interpreting it. This means more providers are investing in data scientists and experts who can really dive in and make data useful for their organizations. 5. Bring pharmacy in house to help control drug cost increases. “Pharmaceutical cost is one of those areas that is really escalating across the country,” Mr. Hesch said. “When you are taking on risk, it’s hard to control [drug costs]. You can see huge swings year to year.” To help offset this swing, he said his organization brought pharmacy in-house to grow overall profitability on the drugs they prescribe and to better understand costs at a manufacturing level for prescriptions.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper How Hospitals Should Approach Financial Planning in Changing Times The basic tenets of financial planning by hospital and care system leaders remain the same, but the status quo is no longer the baseline. Evolving reimbursement models, physician alignment, exposure to health insurance exchanges, emerging retail initiatives — all of these developments, and more on the horizon, necessitate a continuous strategic financial planning process that is integrated, disciplined and supported by analytics. The American Hospital Association’s Hospitals in Pursuit of Excellence team collaborated with Kaufman, Hall & Associates to provide step-by-step advice on the financial planning process and how it can help hospitals and care systems to plan for value-based care and payment. “Navigating the Gap Between Volume and Value: Assessing the Financial Impact of Proposed Health Care Initiatives and Reform-related Changes” was written by Jason H. Suss man, managing director, Kaufman Hall, and Brian R. Kelly, executive vice president and chief financial officer, Excels Health. According to Suss man, “What’s important now is building financial projections that reflect reality — that are not aspirational but operational.” It is important to follow a time-honored, fundamental financial planning principle: Cash flow must be sufficient to meet the strategic capital needs of the organization, within an acceptable risk tolerance. To provide high-value care, an organization must (1) establish parameters of financial performance, (2) balance sources and uses of capital, (3) estimate a future financial trajectory, and (4) assess how changes to key assumptions will affect its financial position. Sound projections are integral to developing a realistic financial outlook, including setting goals and performance targets to keep the organization within its “corridor of control” — that is, balancing its strategic requirements and capital capabilities, while protecting its long-term financial integrity. This balance drives financial support for the organization’s strategic direction.NURS 6241 – Strategic Planning in Healthcare Organizations Essay Paper ORDER HERE Baseline projections typically reveal sizable performance gaps relative to an organization’s strategic capital requirements, according to Suss man and Kelly. Working from a realistic baseline plan, leaders must incrementally test the impact of major strategies or changes on the organization’s ability to bridge the gap between projected results and targeted performance goals. Strategic cost-management, focused on achieving efficiency, historically has been a mainstay of operational efforts. Suss man advises that hospital and care system leaders move beyond strategic cost-management toward strategic cost-transformation. Trustees and senior executives should ask: Are we doing the right things? Providing the right services? Are we using the right venues and the right providers? Can we sustain these over the long haul? To continue meeting community health care n

Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Read the scenario below. Respond to the questions in full sentences. Be sure to use standard English grammar and spelling Why is information on health literacy essential for this group? What is the initial step you would take before designing the program? What role/function would you play in the beginning of the assessment phase? What role/function would you play at the end of the program? What additional resources would be needed to implement this program?Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Scenario: As a Community Health Nurse, you are assigned to develop a health literacy program at the Yvonne Learning Center to promote health literacy in a low-income urban area. This program will focus on children ages 3-7 years old, 9-12 years old and 14 to 18 years old . You will provide basic health information and services about health and teach the children about their bodies and how having a positive attitude and good behaviors influence their health in general. Permalink: https://nursingpaperessays.com/ developing-a-hea…area-essay-paper / The goal of information literacy is to promote self-learning and the ability to be self-sufficient. Developing a Health Literacy Program for Children in a Low Income Urban Area 1. Read the scenario below. 2. Respond to the questions in full sentences. Be sure to use standard English grammar and spelling. Please use APA format and include both a title page and a reference page with at least 3 references. • a. Why is information on health literacy essential for this group? b. What is the initial step you would take before designing the program? c. What role/function would you play in the beginning of the assessment phase? d. What role/function would you play at the end of the program? e. What additional resources would be needed to implement this program? Scenario: As a Community Health Nurse, you are assigned to develop a health literacy program at the Yvonne Learning Center to promote health literacy in a low-income urban area. This program will focus on children ages 3-7 years old, 9-12 years old and 14 to 18 years old . You will provide basic health information and services about health and teach the children about their bodies and how having a positive attitude and good behaviors influence their health in general. The goal of information literacy is to promote self-learning and the ability to be self-sufficient.Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Although the connection between early life experiences and later health is becoming increasingly clear, what is needed, now, is a new organizing framework for childhood health promotion, grounded in the latest science. We review the evidence base to identify the steps in the overall pathway to ensuring better health for all children. A key factor in optimizing health in early childhood is building capacities of parents and communities. Although often overlooked, capacities are integral to building the foundations of lifelong health in early childhood. We outline a framework for policymakers and practitioners to guide future decision-making and investments in early childhood health promotion. There is a growing recognition that health in the earliest years lays the groundwork for lifelong well-being. This life-course view is particularly valuable for understanding the roots of health disparities and the potential role of early childhood policies and programs in producing benefits well into the adult years.1–5 Focusing health promotion and disease prevention efforts on children in the first 5 years of life can provide important strategies for reducing the population-level burden of disease. Several recent reports thoughtfully consider the factors that place young children at risk for poor outcomes and list recommendations for effective interventions.1,6 What is now needed, to advance the field of early childhood health promotion, is an underlying, organizing framework to illustrate the intermediate steps linking policies and programs to outcomes. Such a conceptualization will allow stakeholders to develop, apply, and sustain policies and programs that promote public health goals across early childhood settings.Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper The framework presented here, introduced by the Harvard Center on the Developing Child in collaboration with the Women’s and Children’s Health Policy Center at Johns Hopkins University, illustrates the key pathway that policymakers and practitioners can follow to promote children’s health in the preschool years.5 This framework advances previous efforts to link policies to intended health outcomes by embedding the capacities of parents and communities within the pathway; these capacities are integral to ensuring optimal environments and experiences for young children. Our objectives are to (1) describe a framework linking early childhood policies and programs to subsequent health outcomes, (2) outline key action steps within the framework and the underlying scientific evidence, and (3) demonstrate how the framework can be applied to evaluate current policies and programs and spur innovative, evidence-based strategies to improve children’s health.Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Family capacities are resources that parents and other caregivers bring to the tasks of raising young children. They can be grouped into 4 general categories9: financial resources (economic ability to purchase material goods or services), time spent with or for children, psychological resources (physical and mental health and parenting style), and human capital (knowledge and skills for decision-making acquired through education or training, experience, or interactions with medical providers or others outside the immediate family). Financial resources. More than 22% of children younger than 6 years in the United States live in poor families. This constitutes more than 5 million infants, toddlers, and preschoolers.10 Numerous studies have documented the link between childhood poverty and poor health and developmental outcomes in early life and subsequent adult attainment.11 The association, in large part, is associated with the availability of fewer resources for families living at or below poverty compared with those with higher incomes. Fewer financial resources may limit caregivers’ ability to purchase goods such as health care, housing, child care, and food Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Time investments. Most young children today are raised by working caregivers with serious time constraints. Despite the rise in maternal workforce participation, recent studies have observed an increase in the number of hours parents spend with their children.13,14 This uptick may be a result of families finding ways to maximize their time and decrease “work and family conflict,” by shifting occupations, altering places of work, and increasing fathers’ involvement.13,15 However, less-educated parents in low-wage jobs have not realized similar gains in time investments with their children. Well-educated parents allocate a higher number of hours to caring for children compared with less-educated parents. Less-educated working parents often do not have the same level of flexibility or resources to meet the challenges because of the demand of low-income jobs,16 which disproportionately require shift work or nonstandard hours.17 In addition, lack of paid leave may limit breastfeeding duration18 and time spent forming critical maternal–infant attachments Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Psychological resources. Psychological resources of family and caregivers are critical to children’s health and development. These resources include parental mental health and more broadly the skills and abilities caregivers possess to address parenting demands. Prevalence estimates of maternal depressive symptoms in the postpartum period range from 8% to 15%20 and approximately 32% in mothers of toddlers.21 The quality of parent–child interaction is an important mediator of the relation between depression and adverse child outcomes ranging from less favorable patterns of health care utilization to increased negative affect and aggression.2,22 Maternal depression is associated with more hostile and less responsive parenting behaviors. Less is known about this relation among fathers; however, studies of paternal depression also show negative effects on parenting and the parent–child relationship.23,24 In addition, sources of stress such as marital discord independently affect parenting practices and increase rates of children’s neglect and maltreatment Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Human capital. Human capital includes the skills that serve as an advantage related to employment opportunities for parents or increased knowledge about child rearing. Educational attainment is perhaps the most commonly recognized form of human capital. Approximately one fourth of children at 9 months of age have mothers who have not graduated high school, with rates varying by race/ethnicity.25 Multiple theoretical models describe the relation between parental education and child outcomes.26Educated parents are more likely to earn higher incomes, which in turn may allow for an increased financial investment with regard to providing enhanced resources and experiences for their children. Alternatively, higher educational attainment may be a proxy for quality of parent–child interactions or greater emphasis on learning and other behaviors that are rewarded in school. Health literacy of parent or caregiver is another important form of human capital. Health literacy is the capacity to obtain, process, and understand health information needed to make basic health-related decisions.27 Approximately 30% of US parents have limited health literacy skills.28 Caregivers’ health literacy influences children’s access to and use of health care services as well as the development of children’s own health literacy.29 Low parental literacy is associated with low levels of other preventive health behaviors such as breastfeeding and identification of appropriate food portion sizes for children, even after adjustment for demographic factors such as race/ethnicity and language Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Community Capacities Families and caregivers most directly influence young children, but there is extensive evidence highlighting the important role of communities.2,31 Community capacity can be described as the underlying processes within the neighborhood to affect health and well-being. Specifically, community capacity may affect early childhood health in 2 main ways—institutional resources and collective efficacy.32 Institutional resources. Institutional resources include parks, fresh food markets, and early education centers. These institutions play important roles in promoting the health and development of young children, yet there is varied level of investment across communities. Physical features such as the proximity of parks and green space increase physical activity for children and provide opportunities for children and parents to interact and enhance social ties.33,34 Proximity of parks alone does not guarantee use; other factors such as parental perceptions of safety and playground characteristics must also be considered in concert with increasing access to “built” environments.35,36Neighborhoods with access to retailers with fresh food options have healthier diets compared with neighborhoods with greater availability of processed food Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper In addition, one half to two thirds of early education centers fail to meet the minimum safety requirements.38 Children who attend poor-quality child care facilities receive less supervision and individualized attention; they are also at increased risk for injuries because of unsafe conditions including hazardous playground equipment, missing safety gates, and unsafe cribs.39,40 Collective efficacy. Collective efficacy is the ability of communities to establish informal social structures and a broader sense of mutual trust and shared values.32,41,42Collective efficacy emphasizes not only the role of social connections within communities but also the function of social control mechanisms. These mechanisms include monitoring the behavior of others and supervising children.41,43 Although parenting behavior has been hypothesized to be a primary mechanism by which collective efficacy may have an impact on child outcomes, little empirical research has examined this in the context of families with young children Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Linking the Foundations of Health to Health Outcomes The foundations of health refer to broad domains of personal experiences and environmental conditions in early childhood; these serve as important building blocks for later adult health. Basic biological processes and structures are shaped by early experiences. The interactions among experiences, environments, and biology are powerful influences on childhood health and exert their effects into adolescence and later adulthood. “Getting it right” in early childhood by ensuring children’s foundational needs are met can avoid costly and less effective solutions that are needed to “fix” later health problems. Thus, in describing the foundations of health, we focus on “positive” experiences and environments that are needed to optimize children’s health and development. However, investments in reduction of significant adversity, including neglect and maltreatment, are equally important as they undermine the foundations of health.1 The science across multiple fields including public health, medicine, psychology, and sociology points to 4 core foundations of children’s health: responsive caregiving, safe and secure environments, adequate and appropriate nutrition, and health-promoting behaviors. Focusing on these areas does not negate the importance of other influences, but does highlight 4 key contexts that are highly interconnected, are important for all children, and can be strengthened through early childhood policies and programs.Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Rapid improvements in health and nutrition in developing countries may be ascribed to specific, deliberate, health- and nutrition-related interventions and to changes in the underlying social, economic, and health environments. This chapter is concerned with the contribution of specific interventions, while recognizing that improved living standards in the long run provide the essential basis for improved health. Consideration of the environment as the context for interventions is crucial in determining their initiation and in modifying their effect, and it must be taken into account when assessing this effect. Undoubtedly much change has stemmed from scientific advances, immunization being a prominent case. However, the organizational aspects of health and nutrition protection are equally critical. In the past several decades, people’s contact with trained workers has been instrumental in improving health in developing countries. This factor applies particularly to poor people in poor countries but is relevant everywhere; indeed, it is a reason that social services have essentially eliminated almost all occurrences of child malnutrition in Europe (where, when malnourished children are seen, it is caused by neglect).Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Community-based programs under many circumstances provide this crucial contact. Their role is partly in improving access to technology and resources, but it is also important in fostering behavior change and, more generally, in supporting caring practices (Engle, Bentley, and Pelto 2000; UNICEF 1990). Such programs may also play a part in mobilizing social demand for services and in generating pressure for policy change. Access to healthcare services is critical to good health, yet rural residents face a variety of access barriers. A 1993 National Academies report, Access to Healthcare in America , defined access as the timely use of personal health services to achieve the best possible health outcomes . A 2014 RUPRI Health Panel report on rural healthcare access summarizes additional definitions of accesswith examples of measures that can be used to determine access. Ideally, residents should be able to conveniently and confidently access services such as primary care, dental care, behavioral health, emergency care, and public health services. According to Healthy People 2020, access to healthcare is important for:Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Overall physical, social, and mental health status Disease prevention Detection, diagnosis, and treatment of illness Quality of life Preventable death Life expectancy Rural residents often encounter barriers to healthcare that limit their ability to obtain the care they need. In order for rural residents to have sufficient access, necessary and appropriate healthcare services must be available and obtainable in a timely manner. Even when an adequate supply of healthcare services exists in the community, there are other factors to consider in terms of healthcare access. For instance, to have good healthcare access, a rural resident must also have:Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Financial means to pay for services, such as health or dental insurance that is accepted by the provider Means to reach and use services, such as transportation to services that may be located at a distance, and the ability to take paid time off of work to use such services Confidence in their ability to communicate with healthcare providers, particularly if the patient is not fluent in English or has poor health literacy Trust that they can use services without compromising privacy Belief that they will receive quality care This guide provides an overview of healthcare access in rural America including discussion on the importance and benefits of healthcare access and the barriers that rural residents experience. The guide includes information on: Barriers to care, including workforce shortages and health insurance status Transportation Health literacy Stigma associated with conditions in rural communities, such as mental health or substance abuse Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Many low income first-generation college students who are reading and doing math at a seventh or eighth grade level are admitted into college. Every year, as many as 1.7 million first-year students entering both two- and four-year colleges will take a remedial course to learn the skills they need to enroll in a college-level course. African American, Hispanic, and low-income students represent the largest populations of entering college freshmen who require remedial courses. In fact, 64.7 percent of low-income students who are enrolled in a 2-year college and 31.9 percent enrolled in a 4-year college will require remediation. Academic challenges are often deep-seeded and begin in primary and secondary school, which when left unaddressed, often leads to remediation at the postsecondary level.Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper In community-based programs, workers—often volunteers and part-time workers—interact with households to protect their health and nutrition and to facilitate access to treatment of sickness. Mothers and children are the primary focus, but others in the household should participate. Commonly, people go regularly to a central point in their community—for example, for growth monitoring and promotion—or are visited at home by a health and nutrition worker. The existence, training, support, and supervision of the community worker—based in the community or operating from a nearby health facility—are indispensable features of these programs. Thus community organizations are a key aspect of community-based health and nutrition programs (CHNPs). This chapter focuses on large-scale (national or state) programs. Although these programs are primarily initiated and run at the local level, links with the national level and levels in between are necessary. Both horizontal and vertical organizations are needed. Local organizations make action happen, but they need input and resources, such as training, supervision, and supplies, from more central levels.Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper The experience on which this chapter is based comes from a considerable number of national and large-scale programs. Most of these programs include both nutrition and health activities, aimed particularly at the health and survival of reproductive-age women and children. We draw on these experiences as we try to put forward principles on which future programs can be based—programs that may have broader health objectives for other population groups and diseases. As of 2001, some 19 percent of global deaths were among children—and 99 percent of all child deaths took place in low- and middle-income countries. The disability-adjusted life years (DALYs) lost attributed to zero- to four-year-olds—plus maternal and perinatal conditions, nutrition deficiencies, and endocrine disorders—amount to 42 percent of the total disease burden (all ages, both sexes) from all causes for developing regions. CHNPs address about 40 percent of the disease burden. In terms of prevention, Mason, Musgrove, and Habicht (2003) estimated that eliminating malnutrition would remove one-third of the global disease burden. Comparative studies by Ezzati, Lopez, and others (2002) and Ezzati, Vander Hoorn, and others (2003) have reemphasized malnutrition as the predominant risk factor and improvement of nutrition as playing a potentially major role in reducing the burden. Clinical deficiencies contribute directly to malnutrition, but even more, malnutrition is a risk factor for infectious diseases (table 56.1). Furthermore, changes in child malnutrition levels in developing countries are closely related to the countries’ mortality trends (Pelletier and Frongillo 2003).Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Responsive caregiving. The care that infants experience, whether from parents, extended family members, or child care professionals, lays the groundwork for the development of a multitude of basic health processes, including self-regulation, attention, and, ultimately, social–emotional functioning.44–46 Moreover, the quality of the care children experience is predictive of a range of developmental and health outcomes.47–52 Early childhood is a time of rapid development in body systems that are critical to health, including the brain, nervous, endocrine, and immune systems. These systems are under construction even before birth, and, from the earliest moments of life, a child’s experiences and environments exert powerful influences on his or her development and subsequent functioning. Social, cultural, and economic determinants of health shape the context of early experiences and environments and are particularly salient in early childhood when the roots of lifelong health and development are being established. Poorly constructed systems have an impact on health in early life, and these effects may be magnified as children grow into adulthood. Establishing strong systems in early childhood by meeting the foundational needs of all children may avoid costly and less effective solutions required to redress disease later in life.Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper The current patchwork of health-promotion policies and programs for young children and their families emerged during the growth of public health and medical care programs in the 20th century.8 As a consequence, this nonsystem does not reflect recent advances arising from molecular biology, genomics and epigenetics, neuroscience, and social science that emphasize the significance of early experiences and the importance of families and communities in promoting children’s health. Nor do they reflect the importance of considering social, economic, and cultural determinants of health in strategies to promote health and reduce disparities. A new framework grounded in the latest science is needed to conceptualize how early childhood programs should be designed to enhance children’s health and development and to inform investments in early childhood programs and policies.Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Our framework illustrates (Figure 1) the pathway by which policies and programs can promote childhood health outcomes and ultimately have an impact on life-course health. Policies and programs operate to enhance family and community capacities. These capacities enable the building of the foundations of health in early childhood. The foundations of health encompass the basic needs of all children—responsive care, safe and secure environments, adequate and appropriate nutrition, and health-promoting behaviors. The foundations of health, in turn, influence basic biological mechanisms that shape health and development in early childhood and across the life span. In addition, the figure illustrates the moderating role of the 2 important contexts that are critical considerations for strategies aimed at promoting children’s health. First, social, economic, and cultural determinants of health, including the effects of poverty, education, and discrimination, directly and indirectly influence each aspect of the conceptual model. And second, the settings—or places—in which young children and their families live, work, and develop, are ideal sites for interventions. Building on the work of Bronfenbrenner and other social–ecological models, the framework illustrates the importance of considering the individual within a dynamic embedded system characterized by the interrelatedness of multiple levels of influence Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Health education is one strategy for implementing health promotion and disease prevention programs. Health education provides learning experiences on health topics. Health education strategies are tailored for their target population. Health education presents information to target populations on particular health topics, including the health benefits/threats they face, and provides tools to build capacity and support behavior change in an appropriate setting. The following definition of health promotion is from the World Health Organization’s Ottawa Charter for Health Promotion [71]: The process of enabling people to increase control over and improve their health.It involves the population as a whole in the context of their everyday lives, rather than focusing on people at risk for specific diseases, and is directed toward action on the determinants or causes of health.Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Universal child and family health services have the opportunity to conduct a range of evidence-based health promotion strategies that aim to encourage families to create attitudes, behaviours and environments to promote optimal health for children. There are many ways in which health promotion is delivered in a universal child and family health service and these may include: the provision of information to parents through written or audio-visual resources; a discussion between the worker and the family, or demonstration of a health- promoting behaviour; role modelling through specifically set up groups and through experiences of other parents; and community awareness activities. There are four core service elements related to health promotion: 1. prevention of disease, injury and illness; 2. health education, anticipatory guidance and parenting skill development; 3. support that builds confidence and is reassuring for mothers, fathers and carers; and 4. community capacity building.Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Prevention of disease, injury and illness Prevention of disease is a core component of child and family health service provision. The combination of monitoring of child and family health whilst conducting preventative health activities provides opportunities for early intervention and detection and the prevention of ill-health. Disease-prevention activities include: immunisation, promotion of breastfeeding and nutrition, information about SIDS and co-sleeping, oral health surveillance, and safety and injury prevention, for example, road safety. Examples of effective health promotion activities for child and family health Promoting breastfeeding Promoting child and family nutrition SIDS prevention and education [72] Injury prevention [73] Promoting physical activity Smoking cessation programs such as ‘quit’ activities and ‘brief interventions’ Promoting early literacy [63, 73] Health education, anticipatory guidance and parenting skill development Health education, anticipatory guidance and parenting skill development are interrelated components of health promotion. These components may occur during individual contact with parents and carers, or in a group setting [74, 75]. The benefits of a group delivery include peer support and cost-effective use of resources.Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper The World Health Organization (1998) defines health education as ‘consciously constructed opportunities for learning, involving some form of communication designed to improve health literacy, including improving knowledge, and developing life skills which are conductive to individual and community health’. Health education is not only concerned with the communication of information, but also with fostering the motivation, skills and confidence (self-efficacy) necessary to take action to improve health. For example, health education by child and family health services includes providing structured breastfeeding support. Systematic reviews in the Cochrane Library have identified the importance of support to the success of breastfeeding [76] with both peer and professional support shown to be effective in increasing breastfeeding rates during the first two months following birth. Child and family health nurses are regularly involved in interventions providing structured breastfeeding support to mothers [77].Developing A Health Literacy Program For Children In A Low-Income Urban Area Essay Paper Universal child and family health services provide structured anticipatory guidance about a child’s development and behaviour. Anticipatory guidance gives parents practical information about ‘what to expect’ in the child’s behaviour, growth and development in the immediate and longer term. It provides parents with the knowledge they need to provide positive experiences and environments for their child and reduces the anxiety for new parents. For example, universal child and family health services are well positioned to actively influence parents and carers to undertake activities that promote literacy development [67]. Furthermore, through play, children practise and master the necessary skills needed for later childhood and adult life [78]. Parents and carers play an important role in the facilitation of play as they respond to and promote the interactions of their child. Child and family health services can promote play as the ‘work’ of infants and young children and necessary for the development of language, symbolic thinking, problem solving, s

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TAE40116 Certificate IV in Training and Assessment TAE40116 Certificate IV in Training and Assessment ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: TAE40116 Certificate IV in Training and Assessment Describes the skills and knowledge a vocational trainer or assessor requires to identify language, literacy and numeracy (LLN) skill requirements of training and the work environment, and to use resources and strategies that meet the needs of the learner group.TAE40116 Certificate IV in Training and Assessment Assessment Task National Unit Details Unit Code TAELLN411 Unit Title Address adult language, literacy and numeracy needs Assessment Information Qualifications TAE40116 Certificate IV in Training and Assessment Type Task 1: Knowledge questions Task 2: Identify LLN skills needed to perform a workplace task Task 3: Identify a learner’s LLN needs Task 4: Select instructional and assessment strategies that address identified LLN needs Task 5: Customise learning resources Task 6: Work with LLN specialists Task 7: Select, use and review LLN support strategies Due Date 6 weeks from last day of workshop General Information Decision Making Rules All assessment criteria within the task must be satisfactorily completed for the task to be assessed as satisfactorily completed. Reasonable adjustment Reasonable adjustment for assessment tasks for a unit may be requested by the student for consideration by the facilitator for the methods by which evidence is collected. However, the evidence criteria for making competent/not yet competent decisions must be the same irrespective of the group and/or individual being assessed. Reasonable adjustment usually involves varying: · the processes for conducting the assessment (eg: allowing additional time, varying the venue) · the evidence gathering techniques (eg: oral rather than written questioning, use of a scribe, modifications to equipment) Special Consideration Students can apply for special consideration if personal circumstances or illness have adversely affected their result in an assessment, or their ability to undertake an assessment. If they wish to seek special consideration, a special consideration form must be completed no later than 3 days after the due date of the assessment and submitted via e-mail to [email protected] TAE40116 Certificate IV in Training and Assessment 1. Unit requirements and Assessment conditions Application TAELLN411 Address adult language, literacy and numeracy needs This unit describes the skills and knowledge a vocational trainer or assessor requires to identify language, literacy and numeracy (LLN) skill requirements of training and the work environment, and to use resources and strategies that meet the needs of the learner group. The unit applies to individuals who teach, train, assess and develop resources. Competence in this unit does not indicate that a person is a qualified specialist adult language, literacy or numeracy practitioner. Conditions TAELLN411 Address adult language, literacy and numeracy needs Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment and include access to: · texts and tasks typically found in the workplace · specialist LLN practitioners for consultation and verification of approaches · training and assessment tools based on the ACSF levels · training package support materials · workplace-specific tools, equipment, materials and industry software packages (where applicable). Skills must be demonstrated with real vocational learners. All trainers and assessors delivering any TAE training products must hold one of · TAE50111 Diploma of Vocational Education and Training or its successor or · TAE50211 Diploma of Training Design and Development or it successor or · TAE550216 or A higher level qualification in adult education. As per clauses 1.22 – 1.23 item 7 of Schedule 1 of the Standards for Registered Organisations (RTOs) Amendment 2017. Submission Details When submitting your work, please ensure you have signed the Declaration on the first page. Your responses may be typed directly into this document, with any additional documentation provided as attachments Please title each attachment (i.e. Attachment A, B etc) and, reference these in the main document with an explanation of their relevance. All assessment tasks should be submitted via Blackboard, our online learning management system. Please note: · Assessment due dates are to be 6 weeks from the final day of the learning workshop. · Feedback will be provided by your assessor within 3 weeks following the due date for submission. · If resubmission of work is required, this must be submitted within 2 weeks of receiving feedback from your assessor · Final feedback will be provided by your assessor within 2 weeks of resubmission. Extensions to the due date will be granted under exceptional circumstances. If you need an extension please contact your designated assessor at least one week before the due date. Assessment results Your assessment will be marked using the following scale on Blackboard: Result Code Result Certification Description PU Achieved Competency NU Not Yet Competent NEN No Engagement in Unit SEN Stopped Engagement in Unit In addition to the results, you will also get detailed feedback from your assessor on each key aspect of your assessment. This will be provided to you via Blackboard and can be accessed via “my grades”. Should you have any questions about the assessment process please feel free to contact your designated assessor. TAE40116 Certificate IV in Training and Assessment Assessment support Your Assessor for this program is contactable via email for any questions, queries or concerns you may have through the assessment process. You also have the option of undertaking one 15 minute support coaching session to be scheduled between yourself and your Assessor. To confirm a mutually agreeable time, please contact your Assessor via email. National Unit Details Unit Code TAELLN411 Unit Title Address adult language, literacy and numeracy needs Assessment Cover Sheet Students must include the following information and declaration of original authorship with their submission. student name: email: mobile: qualification: TAE40116 Certificate IV in Training and Assessment unit code & title: TAELLN411 Address adult language, literacy and numeracy needs Student Declaration · I understand that competency will not be given if I do not meet the assessment evidence and activity requirements. · I declare that this is my own work in accordance with Swinburne Plagiarism policy, as found on: https://www.swinburne.edu.au/current-students/manage-course/exams-results-assessment/plagiarism-academic-integrity/plagiarism-misconduct/ · I declare all documents submitted for assessment are my own work. Where I have used other sources, acknowledgements have been made. Student signature: Date: Task 1: Knowledge questions When preparing written responses to each of the knowledge questions, use examples to support wherever possible. These examples should be based on your own experiences and demonstrate your understanding of key concepts. Acknowledge any sources of information you have used (websites, books etc.) by referencing the original source. Task Task title Task requirements/Questions 1.1 Strategies and resources you use to identify learners’ LLN needs: a. Describe two specific examples of how you could find out the level of LLN skills held by a learner group before or at the start of training you deliver. b. Name and describe one quality-approved LLN pre-training assessment tool that is (or could be) used in your workplace, OR research and identify an assessment tool available from outside your workplace that is suitable, given the training you deliver (or hope to deliver). c. Explain why you selected the LLN assessment tool described in question 1b above. 1.2 Interact with individuals needing LLN support a. Describe two cultural or social considerations when communicating with individuals identified as needing LLN support. b. Describe how to approach and interact with individuals needing LLN support, to maintain a safe and positive learning experience. 1.3 Source LLN support a. Research and describe at least two resources available to help you support learners and build their LLN skills—e.g. consider relevant reference materials or other resources to help you help learners, or resources that you could direct learners to. b. Research, identify and describe how and from where you could access an LLN specialist to support you and/or your learners. 1.4 Evaluation Describe best practice techniques you use (or could use) to evaluate the effectiveness of LLN support provided within your own training and assessment practice. Task 2: Identify LLN skills needed to perform a workplace task Obtain one copy of a training benchmark that describes a workplace task relevant to your industry or area of expertise—e.g. unit of competency, standard operating procedure, program outcomes, etc. · Analyse the training benchmark—identify what people must learn, read, write, listen to and speak about, calculate, estimate, or measure, in order to perform the benchmark to the standard of performance expected in the workplace. · Over write the benchmark in some way either by hand or in soft copy to show what core skills are embedded in your training benchmark. · Submit a copy of the analysed benchmark with your post-training portfolio. · Document your findings by completing the template A. TAE40116 Certificate IV in Training and Assessment Template A: LLN skills needed to perform a workplace task Benchmark name What must learners… LLN demands identified ACSF level Learn What learning or research strategies must be used? Read Write Listen to Say Estimate, calculate or measure Task 3: Identify a learner’s LLN needs This task requires you to read the scenario information below and: · Review the LLN (core skill) assessments that Arthur completed (see over) · Identify Arthur’s core skill levels · Describe Arthur’s LLN needs. Scenario There-On-Time Buses There-On-Time Buses (TOT) is a private charter bus company. It is also a Registered Training Organisation. TOT is implementing a new initiative in which experienced drivers are assigned as mentors for new drivers. The aim of this initiative is to help new drivers develop the full range of knowledge, skills and work habits needed for their role, in a shorter time frame than the current average. TOT management has nominated eight (8) experienced drivers to be promoted to the role of workplace mentors. Training TOT’s learning and development team will deliver a Workplace Mentoring program to the eight (8) nominated workplace mentors. Training will address the unit of competency, TAEDEL404 Mentor in the workplace. The eight nominated program participants must achieve competence in TAEDEL404 before TOT will offer the promotion to the Workplace Mentor position. Arthur Arthur is 45 years old and has lived in Australia all his life. He has always lived in an urban area, either Brisbane or Sydney. English is his first language and he doesn’t speak any other languages. Arthur left school after year 10, which he successfully completed. He has not participated in any formal education or training since leaving school. Arthur has been with There-On-Time buses since the age of 19. He started there as a cleaner, then became a bus driver when he was 21.TAE40116 Certificate IV in Training and Assessment Arthur has a relaxed and easy-going manner. He is popular, both with customers and TOT staff. Clients often specifically request him for charter work. He enjoys driving buses, and does it well. He says, “I like being ‘out and about’ all day, getting to know new people. A desk job with lots of paperwork wouldn’t suit me.” Like most participants, Arthur is excited about this opportunity, but unsure as to whether or not he will be able to cope with the increased responsibilities. Core skill assessments The L&D department asked Arthur to complete the following core skill assessments: 1. Verbal interview— ACSF core skills covered: oral communication and learning 2. Written assessments (2)— ACSF core skills covered: reading, writing, learning and numeracy. Copies and transcripts of Arthur’s competed assessments are below. Review the core skill assessments Arthur completed Assessment 1: Verbal Interview Below is a typed transcript of the verbal interview. The transcript was typed word-for-word from an audio recording of the interview: 1. Why do you think we identified you for the workplace mentor role? “Well, I guess I’ve been around here long enough to know what I’m doin’, ya know? And I like the job. I think I’d make someone else like it too.” 2. Tell us what excites you about this new role. “I think it’d make me feel good, knowing I was helping a new driver along. Back in the day when I started, we just had to figure it out, and I remember some things were tough—like I remember the first time I drove Route 599 in the morning, I wasn’t sure which stops to stop at. I remember stopping at a stop that I shouldn’t have, and one passenger yelled at me, told me he was late for work. It’d be good to save someone else that grief, you know?” 3. What questions do you have? “I’d still want to drive my own routes sometimes, a nd not always be with the mentee . If we do this mentor thing, can I still do that? (response given). And I saw that I have to write reports. What kind of reports? I can fill in forms okay—incident forms, time sheets and such—but I haven’t had to write an essay in years.” Assessments 2 & 3: Written assessments Arthur completed two written assessments: 1. Assessment 2: Reading Covers ACSF core skills of reading, learning and to a very limited extent, numeracy 2. Assessment 3: Writing instructions Covers ACSF core skill of writing Copies of Arthur’s completed written assessments follow. Arthur’s: core skill assessment 2: Reading Assessment 2 : R eading Instructions Read the incident report below, then answer the questions that follow: Incident Report Form: There-on-Time Buses Details of the person completing this form Name Rajesh Doright Position Shift Supervisor: mechanics Date completed 18 November Signature R ajesh Doright Work phone 9999 9999 Email rdoright @tot.com.au Details of the injured person Name Raymond Rayonne Position Mechanic Sex Male Female Experience in job 12 years DOB 24 May 1987 Address 123 Lovely Lane, Anywhere NSW 8888 Details of the incident Date 17 November Time 3:45pm Location Garage #2 Description of incident Raymond was returning from his afternoon break. He was walking through the garage to resume work on the bus he was working on. Just before he got to the bus, he slipped and fell backward. He tried to break his fall but landed hard on the ground. Injuries sustained Broken wrist and sore back. 1st aid given He said his back was stiff so we didn’t move him. We brought him an ice pack within 1 minute and held it on his wrist while we called the first aid team. The team wrapped his wrist in a tensor bandage, and then organised for him to go to the hospital for X-Rays. Details of witnesses (if any) Name Rajesh Doright (me) Contact details As above Name Clyde Climber Contact details [email protected] This form submitted to Name Steven Saveall Position Safety Officer Method Internal mail Email (attached) Other: ____________ Follow up action: to be completed by the person to whom this form is submitted Description of actions to be taken Raymond to be given minimum 6 weeks’ leave with pay—his condition is to be re-evaluated at the end of 6 weeks . Internal investigation to be initiated. Arthur’s core skill assessment 3: writing instructions Skill Assessment: Writing Instructions Write a set of instructions to explain how to perform a pre-driving check on a bus: Identify Arthur’s core skill levels a. Review the four profiles below b. Select the profile that shows Arthur’s core skill levels suggested by his completed assessments c. Tick the box () in the top right corner of the profile you believe to be correct Profile 1 ? Profile 2 ? Profile 3 ? Profile 4 ? d. Explain or justify your choice: Describe Arthur’s LLN needs The core skill profile below shows the core skill levels Arthur will need to meet requirements of TAEDEL404 Mentor in the workplace and ultimately fulfil his role as a workplace mentor for TOT Buses. Black squares () indicate the required level of each core skill. a. On the core skill profile below, plot the core skills Arthur holds, as revealed by the core skill assessments he completed. To do this, place ‘ X ’s or equivalent in the profile below, to match the core skill profile you selected in Part 3 of this task. TAE40116 Certificate IV in Training and Assessment Level of performance 5 4 3 2 1 Learning Reading Writing Oral Communication Numeracy b. Compare the core skills Arthur holds with the core skills he will need to fulfil his role as a mentor in his workplace. c. Describe the two most significant skill needs (gaps) you notice: Task 4: Select instructional and assessment strategies that address identified LLN needs This task has two parts: Part 1: Instructional strategies that address identified LLN needs Part 2: Assessment strategies that cater to identified LLN needs. · Read the scenarios that follow. Assume that you are the trainer/assessor of the learners described in each scenario. · Answer the questions that follow each scenario. Part 1. Instructional strategies Scenario 1 Reading Jake is 33 years old and of Australian Caucasian descent. He has worked as a cook in a family-owned restaurant for 15 years and has been head cook for the past 3 years. He is well known in the community and is a popular ‘face’ of the restaurant. He is famous for his fried chicken and for his lively banter with waiters as they exchange information about customer orders. Waiters know him as ‘the guy who remembers everything’—Jake can prepare and keep track of all orders without needing to reference the notes waiters take about each order. The owners have recently hired you as their new kitchen manager. You are also a qualified trainer. You introduce a new, efficient, computer-based ordering system. Waiters upload all orders to the system. Orders appear on a large monitor mounted high on a wall in the kitchen. A typical screen for each order looks like this: The kitchen staff use a touch-screen tablet device to manage orders. Using the tablet, they press ‘next’ to view each successive order. As orders are filled, kitchen staff use the tablet to highlight items that have been served ( ). For example, once starters are served at table 1, the screen for table 1 will look like this when it next appears: TAE40116 Certificate IV in Training and Assessment Table 1 Customer Starter Main Dessert Notes 1 – Family fried chicken Chocolate cake with ice cream 2 Chicken wings Family fried chicken Vanilla ice cream with chocolate sauce 3 Soup of day – – No nuts The day the new system goes live, Jake’s on-the-job performance plummets. He gets orders mixed up and misses two orders altogether. Table 1 Customer Starter Main Dessert Notes 1 – Family fried chicken Chocolate cake with ice cream 2 Chicken wings Family fried chicken Vanilla ice cream with chocolate sauce 3 Soup of day – – No nuts You organise a private coaching session with Jake to help him learn to use the system. You soon discover that Jake cannot read the orders. He recognises his own name and highly familiar, simple words and phrases. On the screen above, he recognises numbers in digit form and understands ‘fried chicken.’ He deduces that three people are sitting at table 1. He sees ‘fried chicken’ listed twice, which leads him to guess that two people ordered fried chicken. He does not understand other information given. Questions a. Describe Jake’s needs (gaps) in reading: b. Describe one example of a strategy you could use when coaching Jake to: · upskill Jake in the reading skills he needs to use the new ordering system · support Jake’s efforts Scenario 2 Oral Communication (speaking and listening) A large electronics retail store has just promoted two IT technicians—Rajesh (Indian) and Alain (French)—to the position of Product Expert. As Product Experts, they will answer customer questions and help customers choose the right product/s for them. You have been hired to coach Rajesh and Alain in ‘communication skills.’ Training will be face-to-face. Both learners hold masters’ degrees in IT and have extensive technical knowledge of all products. English is their second language, but both understand written and verbal English and can engage in simple conversations. They use technical jargon easily, but lack the English language vocabulary to answer questions and provide product information in plain English. They also struggle to pronounce some English words clearly. Questions a. Describe Rajesh and Alain’s needs (gaps) in oral communication: b. Describe one example of a strategy you could use when coaching Rajesh and Alain: · to upskill Rajesh and Alain in the oral communication skills they need to converse with customers and respond to their questions in a way the customers understand: · support Rajesh and Alain’s efforts Scenario 3 Numeracy You are a trainer for an outdoor adventure company that is also a registered training organisation. Your RTO delivers SIS31015 Certificate III in Aquatics and Community Recreation. Most people who enrol in this qualification are outdoor enthusiasts of varying ages, from late teens to fifties. They are usually personable and have strong oral communication skills. Levels of education usually vary from year 10 to university. TAE40116 Certificate IV in Training and Assessment One unit covered in this qualification is, SISXFIN001 Develop and review budgets for activities or projects. Based on past experience, you know that learners often struggle with the ‘numbers’ needed to develop a budget. Key skills they struggle with are the ability to: · identify items that must be included in the budget for a recreational program · analyse data and calculate costs to organise and implement the program · calculate a retail cost per program participant. Questions a. Describe the learners’ needs (gaps) in numeracy: b. Describe one example of a strategy you could use when delivering this topic to: · upskill the learners in the numeracy skills they need to develop a budget: · support the learners’ efforts Part 2. Assessment strategies Scenario 4 Learning You deliver Certificate IV in Training and Assessment for a local community college. You are three months into the six-month program. One learner—Daniella—has not been meeting assessment deadlines, and often comes unprepared for class. She has strong reading, writing and oral communication skills, so did not anticipate that she would have any problems with assessment. You and Daniella chat after today’s class. She says she is overwhelmed by the volume of information and doesn’t know where to start with her assessment tasks, especially since she has now fallen behind. Questions a. Describe Daniella’s needs (gaps) in Learning: b. How can you support Daniella with her assessment? Scenario 5 Writing You have just begun delivering an online program to a group of eight learners. The program covers the unit, BSBADM405 Organise meetings. This unit requires the ability to type meeting agendas and minutes. Program activities include one two-hour webinar per week for four weeks. Participants complete summative assessment tasks after the conclusion of training. They must: · organise one meeting in their workplace or community group · type the agenda for that meeting · attend the meeting and type minutes, ready for distribution within one week. Pre-training assessment results revealed that six of the eight learners have slight gaps in writing. English is the first language of most. All can write simple but grammatically correct sentences about familiar topics, but vocabulary used is too familiar for workplace documents, and there are many spelling mistakes. TAE40116 Certificate IV in Training and Assessment Questions a. Describe the six learners’ needs (gaps) in writing: b. How can you support these learners with their assessment? Task 5: Customise learning resources Modify the handout below so that anyone—especially people with reading gaps—can more easily understand information provided. Present your re-designed handout as a separatewith your submission. In case of emergency, evacuation procedure is as follows: On being given an alert signal, secure confidential and valuable items. Then proceed to floor/area assembly point. You will be instructed by the Safety Officer . On being given an evacuation signal, you will be asked to leave the building via the designated exit or nearest safe exit, and proceed to the nominated assembly area. Emergency telephone number is 000. Describe three (or more) techniques you used to improve readability of the handout whilst retaining the original depth and meaning of the text. Task 6: Work with LLN specialists Identify a scenario from LLN task 4 in which you felt that the learner/s would have benefitted from support from an LLN specialist. Scenarios covered were: Scenario 1—Reading (Jake) Scenario 2—Oral communication (Alain and Rajesh) Scenario 3—Numeracy (group training covering how to prepare a budget) Scenario 4—Learning (Daniella) Scenario 5—Writing (online training covering how to organise meetings) Assume that in the scenario you select: · you are the trainer and assessor · a LLN specialist is available to work with you and/or the learners both before and throughout training. TAE40116 Certificate IV in Training and Assessment Review the scenario you have selected. Describe how a LLN specialist could work with you and/or your learners to: · identify needs, support or build LLN skills before training begins · measure progress, support or build LLN skills throughout training ( Note your responses in the template B. Template B: LLN specialist support How LLN specialist support could best be integrated Before training begins Throughout training —i.e. during and/or between training sessions Task 7: Select, use and review LLN support strategies Deliver a 30-minute vocational training session to a group that includes at least one learner with identified needs in at least one core skill— learning, reading, writing, oral communication or numeracy OR Reflect on your recent delivery of a vocational training session to a group that included at least one learner with identified needs in at least one core skill This task aims to help you consolidate and apply what you have learned on this program, to your own training and assessment practice. Therefore, please select a training topic relevant to your industry or area of expertise. In your session, select and use the following strategies that explicitly target and address the LLN needs identified: · at least one instructional strategy to support learners and build the core skills targeted · at least one assessment support strategy—identify a suitable assessment support strategy and either discuss or use this with the learner/s in the session · at least one learning or assessment resource, customised to support the learner/s. Task Task title Task requirements/Questions 7.1 Background information a. Questions about the training session: · What was the vocational training topic? · When and where did you deliver the session? b. Questions about the learner group: · How many people were in the learner group? · Describe key characteristics of the learner/s—e.g. industry, experience, age, gender, cultural background or any other characteristics that influenced how you delivered your session. c. Questions about the learners’ LLN needs: · How many learners in your group had identified LLN needs? · Name the core skill/s you targeted in your session—learning, reading, writing, oral communication or numeracy · Describe the learners’ gaps in these core skill/s. d. Questions about targeted instructional strategy/ies used: · Describe at least one instructional strategy you used in your session to support and upskill learner/s in the targeted core skill/s. · Explain or justify why you chose this strategy. e. Questions about targeted assessment strategy/ies used: · Describe at least one targeted assessment strategy you offered or used in your session, to address the identified LLN needs. · Explain or justify why you chose this strategy. 7.2 Customised learning or assessment resource Submit one learning or assessment resource, modified and used in your session to support the learner/s with identified LLN needs. Submit the original document and modified copy. b. Explain or justify why you chose or developed this resource. 7.3 Self-reflection After delivery, reflect on your session. Answer the questions below. TAE40116 Certificate IV in Training and Assessment a. Questions about targeted instructional strategy/ies used: · Describe the strengths and weaknesses of the instructional strategy/ies used to address identified LLN needs · How would you improve the effectiveness of the targeted instructional strategy/ies if you were to deliver this session again? Explain or justify your answer. b. Questions about targeted assessment strategy/ies used: · Describe the strengths and weaknesses of the assessment strategy/ies you offered or used to address identified LLN needs · How would you improve the effectiveness of the assessment strategy/ies offered or used if you were to deliver this session again? Explain or justify your answer. c. Questions about the customised learning or assessment resource used to address identified LLN needs: · Describe the effectiveness of the customised learning or assessment resource used to address identified LLN needs · What improvements would you make to this resource if you were to use it again? Explain or justify your answer. d. Questions about how you can use skills and knowledge gained in this program, in your own training and assessment practice. Reflect on this task and on this program: · identify the three most useful strategies or insights you have gained about how to address LLN needs of adult learners · describe in detail how you will apply each strategy or insight identified above, in your role as a workplace trainer and assessor. 7.4 Explain or justify why you chose or developed this resource. Ask a suitable third party to sign the declaration below. · Choose a third party referee who is familiar with the session you delivered and described in this task. · Show your referee your completed work for parts 1-3 of this task before they complete the declaration. Task 7.4: Third Party Declaration Instructions for the third party referee Thank you for helping the candidate with their assessment. What to do: 1. Verify that you are a suitable third party referee—see criteria under Item 1 of the declaration below. If you are, continue as follows: 2. Complete all sections of this one-page form (hard or soft copy) 3. Sign below, where indicated (if you completed the form in soft copy, print this page before signing—we require a real signature) TAE40116 Certificate IV in Training and Assessment 4. Return the completed and signed third party declaration to the candidate. Candidate name Name of third party referee Questions about your relationship with the candidate What is your relationship with the candidate? I am the candidate’s TAE trainer

NURS 4015 – Public and Global Health Essay Paper NURS 4015 – Public and Global Health Essay Paper Public Health and Global Health Definitions Public Health For the purpose of having a common language, we broadly define public health as focusing on the science, practice, and art of collective efforts to prevent disease, promote health, and prolong quality of life among populations, while assuring conditions in which all people can be healthy. Rather than being a single discipline, public health as a profession includes the contributions of many disciplines/fields that impact the health of a population including, but not limited to epidemiology, behavioral science, medicine, social work, engineering, communication, business, law, and global health (CDC 1994, ASPH 2006, & WHO 2002). Permalink: https://nursingpaperessays.com/ nurs-4015-public-and-global-health / Global Health Global health is an area for study, research, and practice that places a priority on improving health and achieving equity in health for all people worldwide. It emphasizes transnational health issues, determinants, and solutions; involves many disciplines within and beyond the health sciences; and is a synthesis of population-based prevention with individual-level clinical care. Although global health places greater priority on prevention, it also embraces curative, rehabilitative, and other aspects of clinical medicine and the study of basic sciences (Koplan 2009). NURS 4015 – Public and Global Health Essay Paper Difference Between Global Health and Public Health Global health as a scientific and evidence based specialty of Healthcare has created a trivialization paradigm in healthcare delivery using the strengths inherent in globalization, geopolitical interdependence, and individualization. Global health training at JLI provides a very strong foundation for the knowledge and skills a healthcare professional requires for international public health engagements, health systems management, careers in domestic and international healthcare policy and disciplines like environmental and occupational hygiene. Opportunities in Global Health Policy and Operations are in Institutions and departments where research, technology, government, and society intersect and include large worldwide agencies like the WHO, UNESCO, UNICEF, Red Cross etc., governmental and non-governmental institutions, private healthcare service providers (public health CROs), research based companies, corporate social responsibility (CSR) departments or foundations/trusts (e.g., Bill and Melinda Gates foundation, Garfield Weston Foundation, ) of large corporate houses, etc. NURS 4015 – Public and Global Health Essay Paper What is the difference between Global Health and Public Health? Global Health and Public Health as two specialties of healthcare have similar overarching goals with professionals engaged in betterment of individual health, constant improvement in longevity, improve quality of life, socioeconomic enlistment, manage and mitigate short term and long-term health risks, etc. However, the approach and operations of both the specialties differ in relation to geopolitical symbiosis, population health, healthcare economics and interrelationship among allied disciplines. With an expected overlap between the two streams table below provides a few basic differences: Global Health Public Health Geopolitical Healthcare problems and policy issues that transcend internationally Major focus is on specific communities or meeting national goals Collaboration and Alliances Global. Strongly propagates interdependence and not merely a flow of resources and information from the developed to the developing nations National. Based on economic and knowledge dependence of the developing on the developed, directly or via world associations and organizations. Population Health Prevention and clinical Primarily Prevention Healthcare economics and outreach Equitable distribution of healthcare resources including finances among nations Healthcare equity within a nation or locality Interrelationship among st Allied Disciplines Supports high interdisciplinary approach Multidisciplinary, especially with healthcare and social sciences Global Health: The Role of Nursing Research A decade ago, the Institute of Medicine defined global health as “health problems, issues, and concerns that transcend national boundaries, may be influenced by circumstances or experiences in other countries, and are best addressed by cooperative actions and solutions” (Board on International Health, Institute of Medicine, 1997). This definition continues to guide and shape the understanding of the role of nursing in advancing global health. NURS 4015 – Public and Global Health Essay Paper More recently, Bunyan and Walk up (2001) identified a paradigm shift in which the concept of global health has replaced international health . The concept of global health acknowledges the interconnections of nations and the impact of geopolitical, social, and fiscal considerations on healthcare policy. In contrast, international health creates a distinction based on the border between a specific nation and other nations. Currently, the more inclusive concept of global health acknowledges the necessity of addressing socioeconomic disparities; global patterns of migration; redistribution of the healthcare workforce often to more affluent nations; environmental change; urbanization; and violence, whether related to war, terrorism, or security threats (Gilliam International Health Initiative, 2007). Although nurses have been on the front line in addressing global healthcare problems and issues, relatively little has been documented about the contributions of nurse researchers and nursing research to global healthcare priorities. In delineating an agenda and framework for nursing research regarding global health, researchers may draw upon the overarching goals of the United Nations Millennium Project (2005). Global healthcare priorities are identified, with eight quantifiable goals and benchmarks to be achieved by 2015. The Millennium Project goals must be tempered against regional priorities. NURS 4015 – Public and Global Health Essay Paper For example, goals related to promoting gender equality and empowerment of women may not be supported at the regional level. Thus, nurse researchers interested in advancing global health must be prepared to address the inherent tensions that exist between the regional and global priorities. As nurse researchers collectively delineate priorities for nursing research, it is important to reflect upon the factors that may adversely affect the advancement of nursing research pertinent to global health. Two broad themes are presented: (a) lack of visibility and (b) limited support for nursing research regarding global health within the larger world of nursing science. Visibility Research conducted to address global health requires use of multidisciplinary and multinational teams. Although nurse economists, health analysts, and epidemiologists may contribute to this research, authorship of reports may be dictated by political and ideological considerations. For example, Dr. Mary Paterson of The Catholic University of America has conducted seminal work on strengthening of health systems in developing nations and in countries where the health system infrastructure has been damaged by war and political unrest (Paterson, Telyukov, Faraq, & Al-Shiakhli, 2003; Telyukov & Paterson, 2004; Telyukov, Paterson, Gotsadze, & Jugeli, 2003). Her research has not been recognized readily as nursing research because it is presented within the context of health policy and analysis as opposed to pure research and because it is published in venues such as technical reports commissioned by the World Bank and other global organizations instead of the nursing journals. NURS 4015 – Public and Global Health Essay Paper The visibility of nursing research regarding global health is influenced also by the way in which nurse researchers interested in global health are educated and socialized. The traditional academic preparation for a nurse researcher involves master’s-level preparation in nursing followed by either doctoral-level studies in nursing or a related discipline and, hopefully, postdoctoral work. However, nurse researchers interested in global health may opt for graduate education in public health, health economics, and health policy because the curricula are more responsive to their career goals. By branching into related areas at the master’s level instead of at the doctoral level, these researchers join a different community of scholars. Furthermore, lacking a master’s-level degree in nursing, their appropriateness for membership as nursing faculty requires specific justification to certain accrediting bodies and groups. Thus, they may face additional marginalization and devaluation of their contribution to nursing science. Finally, some ambivalence may exist regarding the boundaries of nursing research. Although the richness of the diverse backgrounds of nurse researchers in the area of global health benefits the understanding of global aspects of nursing, some may also view their research as blurring or diluting the uniqueness of nursing research. Paralleling the discussion regarding the nature of global versus international health is a discussion regarding the nature of nursing research in an increasingly global environment versus global healthcare research of relevance to nursing. NURS 4015 – Public and Global Health Essay Paper Support for Global Health Research The role of nursing research in advancing global health is limited also by the existing nursing research infrastructure. As a result, although nursing research has been used to address many health problems with a global component, additional follow-up studies are required to make the transition to a global health perspective. For example, U.S. nurse researchers have made a significant contribution to the understanding of factors influencing the risk of HIV/AIDS transmission and the subsequent development of behavioral interventions for risk reduction. Given the global nature of HIV/AIDS, this body of behavioral research is potentially relevant in regions of the world where HIV/AIDS is endemic. However, to tailor these interventions to specific regions of the world, additional research addressing the efficacy of these interventions within the context of socio-cultural and political factors and fiscal constraints is necessary. In addition, research including subjects from other countries has often been patterned after the multi centered clinical trial model. As a result, homogeneity of study groups regardless of country of origin is a desired attribute, thus blunting the ability of the research to address complexities across nations. Thus, although this research is international , it is not global. Finally, nurse researchers interested in global health must aggressively pursue other funding avenues. Traditional funding sources such as the National Institutes of Health understandably give funding priority to research that addresses national healthcare issues. Similarly, only a small subset of private foundations and agencies funding nursing research, such as the Bill and Melinda Gates Foundation (http://www.gatesfoundation.org), promote research related to global health. NURS 4015 – Public and Global Health Essay Paper In conclusion, it is hoped that, through this initiative between Nursing Research and other journals, the hidden face of nursing research in global health will be appreciated more widely. Whether at the level of individual interventions, community action, or healthcare analysis and policy development, nursing research has an enormous yet unrealized potential to advance the global healthcare agenda. I hope that these statements about the limitations in the nursing research agenda will challenge nurse researchers to expand support of an increasingly global agenda. The Nurse’s Role in Global Health With a total of approximately 3 million registered nurses (RNs) in the United States, these professionals play a prominent role in healthcare throughout the country. They factor even more significantly into healthcare delivery throughout the world, with an extremely significant number of about 32 million nurses across the planet. Nurses provide about 90 percent of healthcare services in the world, and for that, they deserve intense appreciation. With those statistics in mind, here is a look at global nursing as it currently stands. NURS 4015 – Public and Global Health Essay Paper The Nurse’s Worldwide Role A world without nurses is almost impossible to imagine. Everywhere you turn, nurses are there to provide leading-edge treatments to patients from all walks of life. Nurses work in various settings, including wellness clinics, hospitals, schools, churches and businesses, and they work with people throughout the lifespan. Why Nurses Matter in Global Health In the United States, nurses have a rather clearly defined role. However, in many locations throughout the world, there are not enough doctors available to provide the care that people need. Luckily, there are nurses, and if it were not for them, these individuals would not receive any healthcare services at all. Nurses make a major contribution by addressing various health issues. Here is a short list of service situations or issues nurses might face: Birth and Delivery: In various remote areas such as in rural Africa, there is not enough money to pay a doctor who can set up a practice. Or there may be other obstacles to having a local doctor. Fortunately, nurse-midwives are excellent in the role of caring for mothers before, during and after childbirth. Primary Care: Also in rural, remote or poverty-stricken areas, physicians may not be available to provide primary care services, and nurses are there to deliver many of those services. One challenge these areas face is that the health conditions people have are often more complex and difficult to treat. NURS 4015 – Public and Global Health Essay Paper Cholera: Illnesses and diseases we rarely encounter in the U.S. can be problems in certain other areas of the world. For example, cholera is an issue in Haiti, so nurses there get the chance to help numerous people with that disease. Tuberculosis: Nurses in Peru have been able to develop a program with the world’s highest cure rates for drug-resistant tuberculosis. Partnerships and Collaboration It is wonderful to see medical centers in various areas of the world collaborate. Here are two examples of innovative and resourceful partnerships: The Dana-Faber Cancer Institute in the U.S. is working to create a nursing oncology partnership with an organization in Rwanda. Oncology nurses from the U.S. will work directly with Rwandan doctors and nurses to share knowledge. Reg is College in the U.S. is working with the Haitian Ministry of Health and PIH to address the shortage of nursing education in that country. The end result will be a three-year master’s program for Haitian nurses. NURS 4015 – Public and Global Health Essay Paper Nurses are leaders who make a positive difference by advocating for health and providing healthcare throughout the world. In many instances, despite their incredibly huge and generous contribution across the globe, nurses are treated almost as though they are invisible. They deserve to have a prominent voice when world leaders get together to address health issues and develop national and international policies. They also need more resources, such as for mentor ships, leadership and nurse education. One way of receiving additional education and preparation is through online programs, and an online RN to BSN program is ideal for receiving high-quality education in an efficient way. People who believe in the value of nursing should remind as many people as possible, as often as possible, about the value that nurses bring to the world. We need to advocate for nurses having a greater voice on the world stage. Their contributions to healthcare are already spectacular, but when they have a bigger platform, who knows how far they can go? Protecting health against potential risks such as epidemiological risks that determine disease outbreaks and pandemics, safety risks associated with poor quality of care and financial risks derived from paying for care, will ensure health security. 1 However, health security can have different meanings. Health security can be understood as securing health at the individual, national and global levels, but may also be understood as the effect of health on security. The latter is a traditional approach that focuses mainly on national security and the protection of sovereignty, borders, people, and private interests and property. 2 The discrepancy in meanings has caused confusion and mistrust between and among Member States. 3 In this paper, we discuss securing health from noncommunicable disease at the individual, national and global levels. NURS 4015 – Public and Global Health Essay Paper A recent Lancet editorial noted that noncommunicable diseases are not garnering the attention they deserve and suggested that such diseases should be considered as a global health security issue. 4 A Lancet editorial discussing the 2007 World Health Report called for leadership from the World Health Organization (WHO) to ensure that global health security is achieved. 5 The impact of noncommunicable diseases on public health is well known. In 2010, 34.5 million out of a total of 52.84 million deaths were attributed to noncommunicable diseases, and most of these occurred in low- and middle-income countries. 6 In 2011, the General Assembly adopted a resolution on the prevention and control of noncommunicable diseases. This political declaration was largely an acknowledgement of the burden of noncommunicable diseases and the role of governments and other stakeholders in preventing and managing this burden. Noncommunicable diseases have also been included in the sustainable development goals with a specific target. 7 Despite many efforts by WHO and the international community, however, funding for the prevention and control of noncommunicable diseases has lagged. Of the total 37.6 billion United States dollars (US$) in development assistance for health for 2016, 29.4% was allocated to maternal, newborn and child health, 25.4% to human immunodeficiency virus (HIV), 6.6% to malaria, 4% to tuberculosis and 1.7% to noncommunicable diseases. 8 The scarce funding for noncommunicable diseases is a possible indicator of their low priority on the global health agenda. Here we argue that this situation is in part due to the failure to recognize noncommunicable diseases as a global health security threat. NURS 4015 – Public and Global Health Essay Paper For example, in contrast with noncommunicable diseases, HIV, an epidemic of global significance, has attracted considerable funding. The security concerns associated with HIV were so pressing that the issue reached the United Nations Security Council. HIV is considered a national security threat because of the impact on strategically important population groups, such as soldiers and peacekeepers and because of its potential to destabilize states. Noncommunicable diseases can affect personal security in many ways: they are chronic conditions and therefore have a long-lasting impact on health and on the perception of one’s personal security and well-being. Evidence suggests that noncommunicable diseases contribute to personal poverty, because of their chronic nature, their impact on productivity and their direct and indirect costs. However, it is the scale of the premature mortality due to noncommunicable diseases, with its impact on individuals and families, that mainly threatens personal security. The WHO Global status report on noncommunicable diseases 2014 showed that in 2012, 42% of all deaths caused by noncommunicable diseases occurred before the age of 70 years and 82% were in low- and middle-income countries. 9 Noncommunicable diseases clearly have an impact on individuals; however, they also represent an economic burden to governments, and therefore are a health security challenge at the national level. NURS 4015 – Public and Global Health Essay Paper The global dimension of noncommunicable diseases as a health security issue refers to the health of all the people and efforts to reduce health inequity. The Lancet Commission on Global Health 2035 foresees that the threat of pandemics, antimicrobial resistance and noncommunicable diseases will represent the greatest threats to global public health in the future. 10 Antimicrobial resistance and pandemics have a high priority status in the global agenda and their threat to global health security is largely unquestioned. The West African Ebola outbreak prompted the creation of a global health security agenda. Interestingly, the initiative did not come from the public health community, but from the highest political levels. In 2014, the United States of America, with initially 40 partners from around the world, launched the global health security agenda with the aim to prevent, detect and respond to infectious disease threats globally. 11 The urge for a rapid response to infectious diseases is not surprising, as fear of contagion is strong; noncommunicable diseases do not pose such a threat and are therefore not perceived as threatening. 12 NURS 4015 – Public and Global Health Essay Paper We propose that the magnitude of the epidemic of noncommunicable diseases, their increasing prevalence, global costs, potential to overwhelm the response capacity of low-income countries and their contribution to the inequality of health, make noncommunicable diseases a global health security threat. For example, the increased burden of noncommunicable diseases on low-income countries that have inadequate health systems might increase global inequality and instability. The attention given to a public health issue mainly depends on how the issue is framed. 13 For noncommunicable diseases to be understood as a global health security issue, perhaps they need to be framed not only in terms of data on morbidity and mortality, or on their economic costs. Leadership to advocate for noncommunicable diseases as a global health security issue is a whole-of-society responsibility, but those who can push for this are intergovernmental organizations such as WHO, and increasingly nongovernmental organizations with global reach such as the Noncommunicable diseases Alliance. NURS 4015 – Public and Global Health Essay Paper Public health is defined as the science of protecting the safety and improving the health of communities through education, policy making and research for disease and injury prevention. The definition of public health is different for every person. Whether you like to crunch numbers, conduct laboratory or field research, formulate policy, or work directly with people to help improve their health, there is a place for you in the field of public health. Being a public health professional enables you to work around the world, address health problems of communities as a whole, and influence policies that affect the health of societies. Public health involves the application of many different disciplines: Biology Anthropology Public policy Mathematics Engineering Education Psychology Computer science Sociology Medicine Business and others The Goals and Objectives of Public Health Initiatives Public health is a science that is aimed at protecting and improving the health of individuals, communities and greater populations, which may be as small as a neighborhood or as big as a region of the world. NURS 4015 – Public and Global Health Essay Paper Regardless of the size of the populations they serve, public health professionals, work to prevent health problems from occurring or reoccurring, and mitigate the effects when problems do occur. They accomplish this task through educational programs, the creation and implementation of policies, the administration of services, and through research. Therefore, a major objective of public health is to promote healthcare equity, quality, and accessibility. The objectives of public health may be carried out through public or private endeavors, and many times efforts are coordinated among a number of private and public entities. According to the World Health Organization (WHO), the goal of public health is to prevent disease, promote health, and prolong life among the population as a whole. Therefore, public health initiatives are aimed at fostering conditions in which people can be healthy within specific populations. The World Health Organization recognizes the main objectives of public health initiatives to be: To assess and monitor the health of communities and populations at risk so as to identify health problems and priorities To formulate public policies designed to solve local and national health problems and priorities To assure that all populations have access to cost-effective and appropriate care, which includes health promotion and disease prevention services NURS 4015 – Public and Global Health Essay Paper In short, the goals of public health are to save money, improve the quality of life, help children thrive, and reduce human suffering by: Assuring the quality and accessibility of health services Preventing epidemics and the spread of disease Preventing injuries Promoting and encouraging healthy behaviors Protecting against environmental hazards Responding to disasters and assisting communities in recovery Examining the Components of Public Health Public health can be distinguished from healthcare in that instead of treating diseases and injuries, one patient at a time, public health is focused on preventing disease and injury in communities and populations. In other words, public health professionals are motivated to identify the cause of disease and disability and implement solutions to address these causes. NURS 4015 – Public and Global Health Essay Paper A good example of healthcare versus public health is that a medical practitioner would treat a gunshot wound, while a public health professional would work to identify the systemic causes of gun violence and look for solutions. Similarly, while a medical professional would prescribe medication to treat high cholesterol, a public health professional would examine causes of obesity and high cholesterol and work to implement programs to encourage healthy lifestyle changes among populations. Public health encompasses a wide array of topics and issues, such as chronic disease, the science of aging, mental health, injury prevention, disaster response, and tobacco control. Just a few of the contemporary topics in public health include: Developing emergency preparedness plans Examining the dangers of secondhand tobacco smoke exposure Identifying ways to stop bullying in schools Improving technologies that make clean drinking water available Investigating the consequences of antibiotic use in industrial agriculture Promoting family planning and reproductive health programs and policies Promoting policies that protect the global environment The U.S. Department of Health and Human Services identifies 10 essential public health services: NURS 4015 – Public and Global Health Essay Paper Monitor health status so as to identify and solve community health problems Diagnose and investigate health hazards and health problems in a community Educate and empower people about contemporary health issues Inspire and support community partnerships to identify and solve health problems Set policies and plans in motion so as to support individual and community health efforts Enforce laws and regulations that are designed to protect the safety and health of communities Pair people to beneficial personal health services Provide a competent public and personal healthcare workforce Evaluate the effectiveness and the quality of personal and population-based health services Engage in ongoing research to discover innovative solutions and new insights to health problems The public health system consists of official government public health agencies, private-sector business, and nonprofit organizations. The entities of the public health infrastructure in the U.S. include: More than 3,000 county and city health departments and local boards of health About 59 state, territorial, and island nation health departments A number of U.S. public health services agencies (HHS, CDC, EPA, FDA, OSHA, etc.) Tribal health agencies (coordinated by the Indian Health Service) More than 160,000 public and private laboratories Hospitals and private-sector healthcare providers National volunteer organizations (American Red Cross, American Cancer Society, American Diabetes Association, etc.) State and local volunteer organizations NURS 4015 – Public and Global Health Essay Paper Essential Public Health Services The three core functions of public health and the 10 Essential Public Health Services provide a working definition of public health and a guiding framework for the responsibilities of local public health systems. The functions of Assessment, Policy Development, and Assurance help us to balance and focus our three core government public health responsibilities as we strive to provide essential population based services to our constituents. All public or community health responsibilities (whether conducted by the local public health department or another organization within the community) can be categorized into one of the services. These following 10 essential services serve as the framework of the local public health system assessment we are conducting. Monitor health status to identify community health problems. Diagnose and investigate health problems and health hazards in the community. Inform, educate, and empower people about health issues. Mobilize community partnerships to identify and solve health problems. Develop policies and plans that support individual and community health efforts. Enforce laws and regulations that protect health and ensure safety. Link people to needed personal health services and assure the provision of health care when otherwise unavailable. NURS 4015 – Public and Global Health Essay Paper Assure a competent public health and personal health care workforce. Evaluate effectiveness, accessibility, and quality of personal and population-based health services. Research for new insights and innovative solutions to health problems. Essential public health functions Surveillance and monitoring of health determinants, risks, morbidity and mortality. Preparedness and public health response to disease outbreaks, natural disasters and other emergencies. Health protection, including management of environmental, food, toxicological and occupational safety. Health promotion and disease prevention through population and personalized interventions, including action to address social determinants and health inequity. Assuring effective health governance, public health legislation, financing and institutional structures (stewardship function). Assuring a sufficient and competent workforce for effective public health delivery. Communication and social mobilization for health. Advancing public health research to inform and influence policy and practice. The Public Health System Public health systems are commonly defined as “all public, private, and voluntary entities that contribute to the delivery of essential public health services within a jurisdiction.” This concept ensures that all entities’ contributions to the health and well-being of the community or state are recognized in assessing the provision of public health services. NURS 4015 – Public and Global Health Essay Paper Figure 1: The Public Health System The public health system includes Public health agencies at state and local levels Healthcare providers Public safety agencies Human service and charity organizations Education and youth development organizations Recreation and arts-related organizations Economic and philanthropic organizations Environmental agencies and organizations Public Health Infrastructure Goal To ensure that Federal, State, Tribal, territorial, and local health agencies have the necessary infrastructure to effectiv

Columbus State Nursing Program Assignment Papers. Columbus State Nursing Program Assignment Papers. Students in the Public Health Nursing specialization are prepared to take a lead role in improving health outcomes for entire populations, particularly those in underserved communities. The focus of the coursework is on skills such as assessing communities and populations; identifying high-risk groups; and developing culturally sensitive, realistic, population-based nursing interventions. Graduates of Walden’s MSN program will have the graduate degree they need to pursue Advanced Public Health Nursing (APHN-BC) certification through portfolio application.*Columbus State Nursing Program Assignment Papers. NURS 3111. Professional Development Perspectives 1 (1-0-1) Prerequisite: Admission into the BSN program. First of a professional development series introducing nursing concepts with an emphasis on nursing student success strategies, professional nursing roles, professional standards, evidence-based practice principles, professional decision making/critical thinking, and basics of professional writing. (Course fee required.)Columbus State Nursing Program Assignment Papers. Permalink: https://nursingpaperessays.com/ columbus-state-n…ssignment-papers / ? NURS 3112. Professional Development Perspectives II (2-0-2) Prerequisite: NURS 3111. Continuation of the professional development series, building upon previously acquired concepts with exploration of delegation, prioritization, and legal/ethical principles. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 3175. Pharmacology in Nursing (4-0-4) Prerequisite: Admission to upper division nursing. This course provides an introduction to major drug classifications, principles of drug mechanism, distribution and absorption of drugs, actions, toxicity, and regulation of drugs. Knowledge gained in this course serves as a foundation to build upon in the clinical nursing courses where students calculate, administer, and assess the client’s response to medications. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 3191. Professional Clinical Nursing RN I (3-0-3) Prerequisite: Admission to RN-BSN Program. This course is designed for registered nurses seeking a BSN degree. Synthesis of concepts, principles, theories and roles foundational to professional nursing practice including health promotion, prevention and wellness, with particular consideration given to older adults, are central to the course. Collaboration, communication, critical thinking, and role transition are included. This course will build on previously mastered nursing concepts with an emphasis on updates in pharmacology, standards of practice, and informatics. (Course fee required.) NURS 3192. Professional Development Perspectives RN I (2-0-2) Prerequisite: Admission to RN-BSN Program. First of two professional development courses describing nursing concepts with an emphasis on roles, delegation, standards, communication, professional writing, quality improvement and critical thinking. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 3194. Applied Pathophysiology RN (3-0-3) Prerequisite: Admission to the RN-BSN program. This course provides an overview of the pathophysiology of selected conditions focusing on the etiology, pathogenesis, physiological changes, and clinical manifestations of common health problems. Genetic and cultural influences on health will also be addressed. Emphasis is upon both the physiological changes that contribute to disease production, physiological changes that occur as a result of disease, and the body’s compensation for these changes, as well as the application of this knowledge to the assessment of patients with commonly occurring disease and injury processes. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 3195. Evidence Based Practice RN (4-0-4) Prerequisite: Admission into the RN-BSN Program and STAT 1127, “C” or better. Focuses on the evidence-based practice process to enable students to become informed consumers of research and capable of applying evidence, professional experience, and patient preferences in their practices. This course includes research design, appraisal of selected nursing studies, identification and search of PICOT questions. Students will also be involved in developing practice guidelines for dissemination.Columbus State Nursing Program Assignment Papers. NURS 3266. Perioperative Nursing (1-6-3) Prerequisite: Admission to the BSN program. This course introduces the student to the role of the professional perioperative nurse by providing learning opportunities in the classroom, perioperative clinical settings, and professional organization meetings. Students will utilize the nursing process, AORN Perioperative Standards and Recommended Practices, and The Joint Commission National Safety Goals to guide development of evidence-based nursing care for clients throughout the lifespan in pre, intra, and postoperative settings. In addition, this course provides opportunities for students to further develop physical assessment, infection control, and interdisciplinary communication techniques. (S/U grading)Columbus State Nursing Program Assignment Papers. NURS 3275. Professional Clinical Nursing 1 (4-9-7) Prerequisite: Admission into nursing program and NURS 3276. This course provides experiences to foster the development of basic cognitive and psychomotor skills to serve as the foundation for nursing practice for patients of all ages.Columbus State Nursing Program Assignment Papers. The focus is on basic nursing knowledge and skill related to oxygenation, hygiene care, asepsis and infection control, vital signs, mobility, elimination, enteral feeding and nutrition, documentation, safety, wound care, perioperative care, rest and sleep, pain management, care of the elderly, sensory impairment, and loss and grief. Principles of therapeutic communication, growth and development, stress and adaptation, critical thinking, and the nursing process are introduced. Clinical experiences include the ROPES course and patient care in long term care facilities and acute inpatient hospital units. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 3276. Introduction to Health Assessment and Wellness (2-3-3) Prerequisite: Admission to upper division nursing courses. This course provides experiences to foster development of the basic knowledge and psychomotor skills necessary for assessing the health of clients throughout the life span, including eliciting a health history, conducting a basic physical examination, and integrating basic techniques of health assessment into patient care in varied settings.Columbus State Nursing Program Assignment Papers. The focus of the course is on basic interviewing and physical assessment techniques in the lab and virtual simulation environment, medical terminology, recognition of normal findings, and differentiating normal from the most common abnormal findings. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 3277. Professional Clinical Nursing II (7-10-10) Prerequisite: NURS 3175, NURS 3275, NURS 3111, and NURS 3276 Corequisite: NURS 3112 Professional Development Perspectives II This course provides experiences to foster the development of cognitive and psychomotor skills necessary for the nursing care of patients of all ages with routine needs in medical, surgical, and mental health settings.Columbus State Nursing Program Assignment Papers. The focus is on care of patients experiencing common endocrine, respiratory, cardiovascular, neurological, renal, gastrointestinal, musculoskeletal, blood, neoplastic, acid-base and psychological alterations. Principles of therapeutic communication, group dynamics, growth and development, teaching and learning, stress and adaptation, legal and ethical standards of care, critical thinking, and nursing process are integrated throughout the course. Clinical experiences include in-patient hospital units serving patients with physical and mental health problems. (Course Fee Required).Columbus State Nursing Program Assignment Papers. NURS 3279. Applied Pathophysiology (3-0-3) Prerequisites: Admission into the nursing program. This course provides an overview of the pathophysiology of selected conditions focusing on the etiology, pathogenesis, physiological changes, and clinical manifestations of common health problems.Columbus State Nursing Program Assignment Papers. Emphasis is upon both the physiological changes that contribute to disease production, physiological changes that occur as a result of disease, and the body’s compensation for these changes, as well as the application of this knowledge to the assessment of patients with commonly occurring disease and injury processes. (Course fee required.) NURS 3293. Introduction to Health Assessment and Wellness RN (2-3-3) Prerequisite: Admission to the RN-BSN Program. This course is designed to assist in refining history taking, psychosocial assessment, and physical assessment skills that are necessary for assessing the health of clients throughout the life span, including eliciting a health history, conducting a basic physical examination, and integrating basic techniques of health assessment into patient care in varied settings. The focus of the course is on basic interviewing and physical assessment techniques, in-depth virtual simulation, recognition of normal findings, and differentiating normal from the most common abnormal findings.Columbus State Nursing Program Assignment Papers. NURS 3555. Selected Topics in Professional Nursing ({1-3}-0-{1-3}) Prerequisites: Admission to BSN upper level program and approval of School of Nursing Director. Specialized topics from nursing taught by means of lecture, discussion, special seminar, guided independent study, directed experience in the field of nursing, online learning activities, clinical investigation and/or other methods as appropriate. May be repeated once with different topic. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 4111. Professional Development Perspectives III (2-0-2) Prerequisite: all Junior level Nursing courses. Continuation of professional nursing series with an examination of leadership theories and styles, economic and social issues, change theories, and nursing across healthcare systems and delivery within the global arena. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 4112. Professional Development Perspectives IV (2-0-2) Prerequisite: NURS 4111. Application of professional nursing concepts with a focus on power and politics, professional maturation process, career management, and professional socialization with an emphasis on transition into practice. This series of courses will culminate in a portfolio incorporating a variety of professional concepts. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 4175. Evidence-Based Practice (3-0-3) Prerequisites: STAT 1127 with a grade of “C” or better and all Junior level Nursing courses. Focuses on the evidence-based practice process to enable students to become informed consumers of research and capable of applying evidence, professional experience, and patient preferences in their practice. This course includes research design, appraisal of selected nursing studies, identification and search of PICOT questions. Students will also be involved in developing practice guidelines and presenting those guidelines to staff nurses at local hospitals. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 4192. Professional Development Perspectives RN II (2-0-2) Prerequisite: NURS 3192, grade of “C” or better. Second of two professional development courses with a focus on leadership theories and styles, economic and social issues, change theories, power and politics, and career development. (Course fee required.) NURS 4279. Professional Clinical Nursing IV (7-10-10) Prerequisite: all Junior level Nursing courses. This course provides experiences to foster development of advanced cognitive and psychomotor skills necessary for providing nursing care for adults and children experiencing complex and/or multi-system physiological and/or psychological health problems. The focus is on the management and nursing care related to acute threats to life, limb, and/or mental well-being. Clinical experiences include intensive care units, emergency departments, pediatrics, and acute psychiatric facilities. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 4280. Professional Clinical Nursing III (7-10-10) Prerequisite: all Junior level Nursing courses. Utilization of the nursing process with families in childbearing and child rearing phase of family development, families at risk, aggregates and communities to promote wellness, prevent illness, and maintain health. Health problems of the reproductive and lactation systems are also included. Selected mental health concepts are integrated throughout. Course content includes the concepts of epidemiology, levels of prevention, ecology and theoretical frameworks applicable to working in community settings. Clinical experiences are provided in a variety of settings. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 4292. Professional Clinical Nursing RN II (4-6-6) Prerequisite: NURS 3192 with a grade of “C” or better and Admission to RN-BSN Program. This course is designed for registered nurses seeking a BSN degree. Various roles in population health nursing are examined through the application of theories and concepts from nursing and public health sciences in assessing health status and preventing and controlling disease in families, aggregates, and communities as clients.Columbus State Nursing Program Assignment Papers. The course will provide an overview of global health issues that transcend national borders, class, race, ethnicity, and culture. The use of epidemiological and community assessment techniques to examine populations at risk, health promotion, protection, maintenance and levels of disease prevention with special emphasis on ethnically diverse and vulnerable populations are incorporated. (Course Fee Required) NURS 4377. Senior Preceptorship (0-9-3) Prerequisite: all Junior level and Senior level Nursing courses. A capstone learning experience in which senior nursing students synthesize and apply theories, concepts, knowledge, skills and abilities from the sciences, humanities, and nursing to nursing practice. The course includes precepting, activities to review for NCLEX-RN licensing exam (at student’s expense), and the Nursing Exit Exam. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 4698. Senior Project RN (0-9-3) Prerequisite:NURS 3195, NURS 4192, NURS 3279 or NURS 3194, NURS 3276 or NURS 3293, and NURS 4292 with grades of “C” or better and admission to RN-BSN program. This course is designed for registered nurses seeking a BSN degree. A senior project will focus on evidence-based principles and theoretical frameworks to guide the discovery, synthesis, and dissemination of information related to a selected clinical topic. (Course fee required.)Columbus State Nursing Program Assignment Papers. NURS 6100. Principles of Leadership & Management within Healthcare Organizations (3-0-3) Prerequisite: Admission to Graduate program in the School of Nursing. Transitioning from novice to expert in the role of a nursing leader is explored in this course. Content includes theoretical foundations of effective leadership which will enable the student to function effectively in a leadership role in various settings. The management of human, fiscal, and physical health care resources will be emphasized.Columbus State Nursing Program Assignment Papers. NURS 6104. Theory for Graduate Nursing Practice (3-0-3) Prerequisite: Admission to Graduate Nursing Program or Senior Standing in BSN Program with 3.00 GPA. This course prepares nurses to transition into new roles and advanced nursing practice by exploring a wide range of theories from nursing and other sciences. Students will understand the role of knowledge development in advancing a discipline. Students will critique, analyze, and evaluate selected theories and incorporate these theories into their advanced nursing practice roles.Columbus State Nursing Program Assignment Papers. NURS 6105. Research for Evidence-Based Nursing Practice (3-0-3) Prerequisite: Admission to Graduate Nursing Program or Senior Standing in BSN Program with a 3.00 GPA.This course builds upon undergraduate statistics and research courses and will focus on the relationship between nursing theory, research, and practice for evidence-based practice. This course will focus on issues such as the identification of practice and system problems, evaluation of research studies and systematic reviews, development and implementation of evidence-based practice guidelines, use of evidence-based practice to improve outcomes for individuals and groups of patients as well as health care systems, and differentiation of evidence-based and value-based approaches to practice. Students are expected to integrate an evidence-based approach into their practice.Columbus State Nursing Program Assignment Papers. NURS 6106. Advanced Pharmacology (3-0-3) Prerequisite: Admission to Graduate Nursing Program or Senior Standing in BSN Program with 3.00 GPA. This course includes principles of pharmacokinetics, pharmacodynamics, drug metabolism and transport, assessment of drug effects, drug therapy in special populations, and contemporary drug development as a foundation for the use of medications in the clinical management of diseases.Columbus State Nursing Program Assignment Papers. Major classes of drugs will be discussed in terms of actions; therapeutic and other effects; adverse, allergic and idiosyncratic reactions; indications and contraindications. Emphasis is placed on nursing responsibility, accountability, and application of the nursing process regarding drug therapy in a variety of settings with individuals across the life span.Columbus State Nursing Program Assignment Papers. NURS 6107. Advanced Pathophysiology (3-0-3) Prerequisite: Admission to Graduate Nursing Program or Senior Standing in BSN Program with 3.00 GPA. This course focuses on developing an advanced knowledge base of pathophysiology of the human body and the impact of this knowledge base on evidence based practice.Columbus State Nursing Program Assignment Papers. It will prepare advanced practice nurses to understand the mechanism underlying the disease process, its clinical manifestations, and rational therapies. Appropriate screening and diagnostic testing methods will also be included. Emphasis will be placed on important pathophysiological concepts needed to support the goals of Healthy People 2010 to improve clients NURS 6108. Advanced Health Assessment (2-3-3) Prerequisite: Admission to Graduate Nursing Program or Senior Standing in BSN Program with 3.00 GPA. This course will build upon health assessment skills developed in the professional nurse’s basic educational program.Columbus State Nursing Program Assignment Papers. The theoretical and clinical basis for assessment in advanced nursing practice will be developed. The process whereby the advanced practitioner utilizes comprehensive physical, psychosocial, and cultural assessment across the lifespan to gather specific data relevant to common health problems is demonstrated. Faculty and preceptors facilitate laboratory and clinical experiences, which focus on assessment of clients and presentation of findings in a variety of settings. Emphasis will be placed on important assessment concepts needed to support the goals of Healthy People 2010 to improve clients.Columbus State Nursing Program Assignment Papers. NURS 6110. Principles of Education in Nursing (3-0-3) Prerequisite: Admission to the Graduate Nursing Program. This course focuses on the theoretical foundations of teaching, learning innovations, and the multifaceted role of a nurse educator in multiple settings. Expectations of a leader in nursing education are explored.Columbus State Nursing Program Assignment Papers. NURS 6119. Information Technology in Health Care (3-0-3) Prerequisite: Admission to the Graduate Nursing Program. This course examines the implications of the use of health care technology in the workplace as it impacts the areas of advanced clinical practice, nursing administration, and nursing education. Consideration is also given to ethical principles guiding the use of health care technology, and to the organizational and financial issues associated with legislation and public organizational policies This course provides hands-on experience with a certified EHR that accentuates the opportunity for students to assess the potential of such systems to provide decision support and to improve patient outcomes.Columbus State Nursing Program Assignment Papers. NURS 6127. Scientific Underpinnings of the Advanced Practice Role (3-0-3) Prerequisite: Admission to Graduate Nursing program. Students explore components and variations of the advanced practice role and how social policy and healthcare delivery influence are influenced by the role. Legal definitions and professional interpretations of advance practice nursing are examined in relation to healthcare outcomes, resource allocation and cost effectiveness. NURS 6128. Pharmacology for the Advanced Practice Nurse (3-0-3) Prerequisite: Admission to the Graduate Nursing Program. Course focuses on examination of the major categories of pharmacological agents and application of pharmacological concepts in the clinical practice setting. Emphasis is placed on understanding the physiological action of the drugs, expected patient responses and major effects. This course is prerequisite for clinical courses that integrate the knowledge of pharmacotherapeutics into effective nursing practice.Columbus State Nursing Program Assignment Papers. NURS 6129. Health Care Delivery Models, Economics and Policy (2-0-2) Prerequisite: Admission to the Graduate Nursing Program. This course advances the student’s knowledge and skill in health care delivery systems, economics and health policy. The student will critically examine theories in relation to advanced nursing practice in current and emerging health care delivery systems and the concepts of economics as they apply to the healthcare market and financing and delivering health care services.Columbus State Nursing Program Assignment Papers. Particular attention is paid to the impact healthcare economics has on patients, delivery systems, and providers. The student will analyze the forces involved in the formation and implementation of health care policy. Emphasis is on the characteristics of health care policy and politics and the influence of economics on the practice, design and reform of health care in the United States.Columbus State Nursing Program Assignment Papers. NURS 6210. Management of Human Resources in Health Care (3-0-3) Prerequisite: Admission to the Graduate Nursing Program. This course will provide the knowledge needed for the nurse leader/manager to be competent in healthcare human resource management. This course will focus on recruitment, selection, and training issues and also on how human resource management needs to be integrated into the strategic planning of the organization. Legal, ethical, and labor issues will be discussed, as well as health and safety issues, and the regional, national and global influences on human resource planning and management.Columbus State Nursing Program Assignment Papers. NURS 6220. Effective Teaching/Learning Strategies (3-0-3) Prerequisite: Admission to Graduate Nursing Program or Senior Standing in BSN Program with 3.00 GPA. This course is an overview of a variety of learning and instructional strategies to assist in the implementation of teaching plans for the nurse educator. General principles and methodologies related to learning and instruction are integrated into face-to-face and technology enhanced techniques.Columbus State Nursing Program Assignment Papers. NURS 6225. Health Assessment for Advanced Practice Nurses (2-3-3) Prerequisite: Admission to the Graduate Nursing Program. This course in health assessment expands the nurse’s knowledge of cognitive processes and psychomotor skills needed for comprehensive assessment of clients across the lifespan. Techniques and processes of performing a physical, mental, developmental, and nutritional assessment, obtaining a health history, performing selected diagnostic procedures, and recording findings will be conducted. Interviewing skills that enable the nurse to relate to various clients across the life span will be refined.Columbus State Nursing Program Assignment Papers. NURS 6226. Diagnostic and Clinical Reasoning for the Advanced Practice Nurse (2-3-3) Prerequisite: Admission to the Graduate Nursing Program. This course focuses on diagnostic reasoning as a framework to synthesize knowledge for comprehensive assessment of primary care patients throughout the life span. Advance health assessment techniques are emphasized and refined.Columbus State Nursing Program Assignment Papers. Diverse types of approaches are used in expanding proficiency in conducting histories and physical examinations in laboratory and clinical settings including communication techniques unique to the specialty population. Systematic and organized health assessments that are sensitive to cultural and developmental needs are explored.Columbus State Nursing Program Assignment Papers. NURS 6227. Health Promotion of Women and Children (3-0-3) Prerequisite: NURS 6107, NURS 6128, NURS 6225, NURS 6226, NURS 6228, NURS 6328, NURS 6229, and NURS 6329; Coerequisite: NURS 6327. This course is designed to prepare Family Nurse Practitioners to assume responsibility for health promotion, maintenance, and management of common acute and chronic health problems of women of child-bearing age, infants, children, and adolescents in health care settings. Emphasis is on the description of the condition or disease, etiology and incidence, clinical findings, differential diagnosis, management, complications, and preventive and patient education measures. Consideration is given to cultural and ethical issues that affect health care delivery and client adherence to the NURS 6228. Health Promotion of the Elderly (3-0-3) Prerequisite: NURS 6107, NURS 6128, NURS 6225, NURS 6226, NURS 6229 and NURS 6329; Corequisite: NURS 6328. This course prepares family nurse practitioners to assume responsibility for health promotion, disease prevention, early detection and management of common acute and chronic health problems of the elderly client and his/her family.Columbus State Nursing Program Assignment Papers. The nurse practitioner’s role in promoting successful aging, maintaining function and promoting self-care, using community, personal and family resources is explored. The course emphasizes common geriatric syndromes and problems including chronic illnesses and their management. Ethical dilemmas that impact healthcare of older adults are integrated throughout course.Columbus State Nursing Program Assignment Papers. NURS 6229. Health Promotion of Adults (3-0-3) Prerequisite: NURS 6107, NURS 6225, and NURS 6226; Corequisite: NURS 6329, NURS 6128. This course is designed to prepare Family Nurse Practitioners to assume responsibility for health promotion, health maintenance, disease preventions, and the management of common acute and chronic health problems of adults in primary healthcare settings. Emphasis is on the family as the basic unit of nursing care. Discussion will include non-pharmacologic and pharmacologic management of common health problems. Criteria for consultation and indications for referral along with exploration of available community resources will also be considered.Columbus State Nursing Program Assignment Papers. NURS 6230. Health Care Delivery Systems (3-0-3) Prerequisite: Admission to the Graduate Nursing Program. This course is designed for the nurse leader/manager to develop an understanding of the complex regulatory environment in health care delivery systems and the interrelatedness of performance and quality improvement. Also, the framework for understanding the role and contributions of nurse leaders/managers within healthcare systems will be explored. Issues such as public reporting, pay for performance, measurements of patient satisfaction, and other emerging and timely topics will be addressed.Columbus State Nursing Program Assignment Papers. NURS 6240. Health Care Finance (3-0-3) Prerequisite: Admission to the Graduate Nursing Program. This course will examine the economic and financial issues that are unique to organizations in health care delivery. It will include an understanding of accounting principles, financial analysis and decision making tools needed for nurse leaders. Also included are the principles of economics and the role of accounting and finance on the financial decision making of healthcare managers and executives. In addition, reimbursement issues will be discussed, as will the current and future considerations of paying for health care.Columbus State Nursing Program Assignment Papers. NURS 6327. Health Promotion of Women and Children Clinical (0-9-3) Prerequisite: NURS 6107, 6125, NURS 6225, NURS 6226, NURS 6229, NURS 6329, NURS 6228, NURS 6328; Corequisite: NURS 6227. This clinical course is designed to prepare Family Nurse Practitioners to assume responsibility for health promotion, maintenance, and management of common acute and chronic health problems of women of child-bearing age, infants, children, and adolescents in health care settings. Columbus State Nursing Program Assignment Papers. Emphasis is on the description of the condition or disease, etiology and incidence, clinical findings, differential diagnosis, management, complications, and preventive and patient education measures. Consideration is given to cultural and ethical issues that affect health care delivery and client adherence to the management plan. Established protocols for practice are used to indicate the need for consultation, referral, and community resources.Columbus State Nursing Program Assignment Papers. NURS 6328. Health Promotion of the Elderly Clinical (0-9-3) Prerequisite: NURS 6107, NURS 6128, NURS 6225, NURS 6226, NURS 6229 and NURS 6329; Corequisite: NURS 6228. This clinical course prepares family nurse practitioners to assume responsibility for health promotion, disease prevention, early detection and management of common acute and chronic health problems of the elderly client and his/her family. The nurse practitioner’s role in promoting successful aging, maintaining function and promoting self-care, using community, personal and family resources is explored. The course emphasizes common geriatric syndromes and problems including chronic illnesses and their management. Ethical dilemmas that impact healthcare of older adults are integrated throughout course.Columbus State Nursing Program Assignment Papers. NURS 6329. Health Promotion of Adults Clinical (0-9-3) Prerequisite: NURS 6107, NURS 6225, and NURS 6226; Corequisite: NURS 6229, NURS 6128. This clinical course is designed to prepare Family Nurse Practitioners to assume responsibility for health promotion, health maintenance, disease preventions, and the management of common acute and chronic health problems of adults in primary healthcare settings. Emphasis is on the family as the basic unit of nursing care. Discussion will include non-pharmacologic and pharmacologic management of common health problems. Criteria for consultation and indications for referral along with exploration of available community resources will also be considered.Columbus State Nursing Program Assignment Papers. NURS 6330. Evaluation of Learning (3-0-3) Prerequisite: Admission to Graduate Nursing Program. This course will provide methods of assessing learning outcomes for individuals and groups in nursing academic and clinical settings. Emphasis is placed on theoretical reflections and empirical methods used to evaluate educational programs, institutions, personnel, and students.Columbus State Nursing Program Assignment Papers. NURS 6407. Practicum (0-9-3) Prerequisite: For students in Leadership track: NURS 6100, NURS 6210, NURS 6230,

Alcohol’s Effect on The Body Sample Essay Alcohol’s Effect on The Body Sample Essay Dental hygienists and therapists are encouraged to take a holistic approach to their patients care. Holistic medicine is defined as ‘treatment of the whole person, taking into account mental and social factors, rather than just the symptoms of a disease’ Oxford dictionaries (2015). Dental clinicians therefore require an understanding of all alcohol related issues not just that of the oral cavity. The following section highlights the main complications alcohol can cause for the major organs of the body.Alcohol’s Effect on The Body Sample Essay Permalink: https://nursingpaperessays.com/ alcohols-effect-…ody-sample-essay / ? Brain — Alcohol affects the brain by altering the chemical processes. The short term alterations consist of slurred speech, vision changes, lack of coordination, impaired judgment and memory loss. Alcohol is a depressant, so long term excessive alcohol drinking can lead to mental health issues such as depression, anxiety and suicide (Singleton et al, 2001). It can also lead to frontal lobe shrinkage causing poor thinking skills (www.nihseniorhealth.gov). Mukherjee, S (2013 p 256-262) states that “Alcohol interacts with the brain receptors, interfering with the communication between nerve cells” Heart — Regular alcohol consumption can lead to an increased risk of cardiovascular disease. This can cause hypertension, arrhythmia, strokes or myocardial infarction. (National Institute on Alcohol Abuse and Alcoholism) Digestive System — In the short term alcohol can cause stomach disturbances and lead to vomiting or diarrhoea. Excess alcohol is linked with gastrointestinal ulcers, pancreatitis (inflammation of the pancreas caused by cell damage) and malabsorption of essential nutrients such as B vitamins and folic acid. Cancers of the digestive tract (mouth, oesophagus, stomach and colon) are also a threat (www.healthline.com).Alcohol’s Effect on The Body Sample Essay Liver — Our liver’s deal with the breakdown of waste products, this also includes alcohol and drugs. Alcohol causes great harm to the liver due to toxins and the effort the liver must use to deal with alcohol (www.drinkaware.co.uk). Alcohol-related liver disease can be categorised in to three main categories; • Fatty liver (first stage of liver disease but can be reversed if addressed early enough) • Alcoholic hepatitis • Cirrhosis (scarring of the liver) (www.nhs.uk) Reproductive System — Alcohol affects both male and female sex hormones, causing imbalance and potentially infertility. If a woman has conceived, drinking during gestation puts the unborn child at risk of Foetal Alcohol Spectrum Disorder (FASD). Alcohol passes through to the child via the bloodstream, and exposure to alcohol can lead to a host of problems during a person’s lifetime which come under the umbrella term FASD these can include; deformities, mental health problems, memory difficulties and addiction. Drinking alcohol whilst pregnant can also lead to miscarriage, still birth, pre-term delivery and low birth weights (drinkaware.co.uk). Immune System — Drinking regularly can weaken a person’s immune system. A session of binge drinking can make your body vulnerable to infection for up to twenty four hours after (www.niaaa.nih.gov).Alcohol’s Effect on The Body Sample Essay Oral Cavity — As outlined in the introduction to this paper, alcohol has many adverse effects on the oral cavity. These will now be explored in further detail; • Non-carious tooth surface loss — Robb and Smith (1990) showed that in a study of thirty seven alcoholic patients, their teeth had decidedly more erosive wear in comparison to the age and sex matched control subjects. This can be attributed to the acidity of many alcoholic beverages and also the increased incidence of vomiting after excessive alcohol consumption.Alcohol’s Effect on The Body Sample Essay • Dental caries — Dental caries can occur more frequently in patients who regularly expose their mouth to alcohol. This can have multiple root causes; initially we know that the progression of caries begins with the demineralisation of enamel which occurs when the critical pH of 5.4 is breached. This happens during an acid attack, where the microorganisms in the oral cavity feed off a substrate; sugar. We know that alcohol contains large amounts of sugar; an alcopop such as Smirnoff Ice for example contains 7.5 teaspoons of sugar (shropshirestar.co.uk, 2014).Alcohol’s Effect on The Body Sample Essay In a drinking session when the alcohol may be sipped over a period of time the oral cavity can never revert back to a neutral pH. If a patient is doing this regularly we can presume demineralisation may result and logically, caries. Often excessive alcohol drinkers will have poorer oral hygiene habits also leading to the possibility of caries developing.Alcohol’s Effect on The Body Sample Essay • Periodontal disease — Tezal (2001) found that alcohol consumption may affect the periodontium in the following ways, aside from poor plaque control exhibited by frequent alcohol drinkers; Impaired immune response leading to a decrease in neutrophil function which is vital in the response to periodontal bacterium, decrease in liver function leading to inflamed or bleeding gingivae, alcohol also affects tissue healing. • Xerostomia — Use of alcohol can add to dry mouth (Ongole and Praveen, 2012). Consequently it can be deduced that lack of saliva would decrease the antimicrobial benefits especially in dealing with dental caries and periodontitis. • Oral and facial trauma — Hutchinson et al (1998) performed a study of accident and emergency departments over a weekend period in the United Kingdom, to assess how many admittances were dental/facial injuries, they found that fifty five percent of the total admittances were alcohol related. In conclusion they suggested the implementation of a scheme to make young people more aware of the risks associated with drinking and injury.Alcohol’s Effect on The Body Sample Essay • Oral Cancer — The most life threatening of all the oral implications is oral cancer, Brocklehurst et al (2013) states that it is the sixth most prevalent cancer worldwide and is on the increase. Alcohol is a clear risk factor. Dal Maso et al (2015) found that is some cases patients who both drink alcohol and smoke tobacco the synergistic effect increases the chance of head and neck cancer by 35 times. According to Figuero-Ruiz et al (2004) the active component of alcohol is ethanol, this in itself is not carcinogenic, however the primary metabolite acetaldehyde has been established to be a carcinogen. It goes on to explain that the permeability of the oral mucous membrane, coupled with the cytotoxic effect of acetaldehyde and the lack of salivary buffering can cause cellular mutations and damage to the deoxyribonucleic acid (DNA). Oral cancer lesions tend to be pain free and in sheltered areas of the mouth or oropharynx, sometimes leading to late diagnosis, as the patient may be unaware of changes. A specific screening programme including visual examination may be useful in decreasing mortality rates in oral cancer (Brocklehurst et al, 2013).Alcohol’s Effect on The Body Sample Essay United Kingdom Alcohol Statistics According to the charity Alcohol Concern, alcohol is the third biggest risk factor for preventable illness and death in the UK, and costs the National Health Service £3.5 billion per year, this equates to a cost of £120 for each tax payer. The Organisation for Economic Co-operation and Development (from henceforth referred to as OECD) is an organisation combining and analysing data from its member countries, primarily Western countries, but also monitoring countries outside the OECD. In 2015 they conducted research on the drinking habits from thirty four Western countries. Their research highlighted that hazardous drinking (defined as drinking double the amount of safe units — 14 units per week for women and 21 for men) is most common amongst women who are both highly educated and of a high socioeconomic status. This can possibly be attributed to women placing a greater importance on forging a career, higher earning jobs requiring networking after work and the stress of balancing work, childcare and living costs. These women are also more likely to drink at home. The survey also noted that teenage girls are catching up with teenage boys, stating that 43% of boys had experienced being drunk by age 15, and 41% of girls in 2010 compared with 30%:26% ratio in 2001. Men in the high education bracket are also the more hazardous drinkers.Alcohol’s Effect on The Body Sample Essay In light of the findings above, it would be a natural assumption that during the career of a dental clinician, the importance of screening patients using AUDIT (C) and advising as necessary will become an essential part of patient care. This means that dental clinicians need to be equipped with the skillset to give accurate and pertinent advice to the patient and feel confident in doing so.Alcohol’s Effect on The Body Sample Essay Delivering Better Oral Health Delivering Better Oral Health is a guidance tool, collated by experts using information gathered from multiples resources including systematic reviews, research papers and studies. The evidence included is rated dependent on its strength or weakness. DBOH advocates a preventative approach and urges all dental healthcare professionals to give their patients some form of advice or praise relative to the subheadings in DBOH irrespective of their level of risk or need. A range of topics are covered in DBOH including, fluoride, smoking and oral hygiene.Alcohol’s Effect on The Body Sample Essay The behavioural change DBOH sets out to achieve is via ‘brief intervention’ and ‘motivational interviewing’. Brief intervention involves raising the subject with the patient, gauging their reaction, offering brief advice and either signposting the patient to further assistance or revisiting the issue at the next appointment. DBOH understands that true behaviour change is a lengthy process as it is multifactorial. For example a patient may smoke tobacco and drink alcohol regularly putting them in a high risk category, this would mean the clinician would need to address the reasons behind these choices and encourage changing the behaviour for both issues.Alcohol’s Effect on The Body Sample Essay Another limiting reason for behaviour change is the patient’s lifestyle and social factors, for example a patient who is grieving due to a recent bereavement would be less motivated to change than a woman who has found out she is expecting her first child after a year of trying to conceive. This ties in to motivational interviewing. Experts now recognise that using health risks as an incentive to change behaviour is not successful with everybody. The clinician needs to talk to the patient to identify what motivates them and use that for encouragement. Some examples of this are; highlighting to a patient how much money they could save if they stopped spending on cigarettes or alcohol or the aesthetic benefits a patient could expect to achieve orally if they stopped smoking and had less staining on their teeth. Experts also note that the ideal person to achieve change is a person with good motivation and a good support network. It is therefore important to get to know the patient to assess when you can best assist them.Alcohol’s Effect on The Body Sample Essay The alcohol section of DBOH highlights the effect alcohol misuse has generally in the United Kingdom and also specifically to oral health. It illustrates how much a unit of alcohol is using different types of alcohol. It identifies the role dental professionals can have in supporting alcohol misusers and lists useful resources. It also contains AUDIT(C) which stands for ‘Alcohol use disorder identification test’. Once completed the patient can be placed in to a category depending on their level of risk, if a patient scores over 10 the importance of referral to their GP or local alcohol support service must be stressed.Alcohol’s Effect on The Body Sample Essay The fundamental message DBOH encourages dental clinicians to employ is ‘Ask, Advise, Act’; this should be actioned to every patient who requires it. Questionnaire Design and Methodology The aim of this questionnaire (Appendix – Figure A) was to gather data to attempt to answer the primary research question ‘Are dental clinicians implementing the alcohol toolkit from delivering better oral health?’ As stated initially the questionnaire was created using guidance from the University of Leeds website. To create an appropriate questionnaire the research aims must be clear. Alcohol’s Effect on The Body Sample EssayFor this research project the author required demographic information on the participants and to create questions which would provide an insight in to the relationship between the dental clinician and their patients regarding the conversations which take place surrounding alcohol consumption and advice. As the primary research aim is to identify if DBOH is being used or not, the author had to ensure no bias was shown toward DBOH in the questions. To ensure this the questions asked in the survey included the mention of multiple publications; there was only one question which asked specifically about DBOH. The intended sample participants were dentists, dental hygienists and dual qualified dental hygienists and therapists working in dental practices in the United Kingdom. The aim was to achieve one hundred participants to garner an adequate cross section of the population of dental clinicians in the United Kingdom, to gather enough data to deduce meaningful conclusions to the primary question in the time frame set and with the resources available to the author.Alcohol’s Effect on The Body Sample Essay The format of this questionnaire was self-administered and not conducted through one to one interviews. This was chosen to accommodate the resources and time available to the author. The questionnaire was designed on http://www.surveymonkey.com as mentioned in the introduction.Alcohol’s Effect on The Body Sample Essay The link to the questionnaire was primarily distributed through two mediums to attract the most responses. Firstly the website http://www.gdpuk.com which is a website for dental professionals containing new articles, blogs, classified advertisements and importantly a forum. The link was distributed in the forum along with a cover note (Appendix Fig B) explaining that the project would be looking at alcohol and the oral cavity with an emphasis on alcohol advice, DBOH was not mentioned as this would infer bias. Secondly the questionnaire was distributed on the Facebook group Dental Hygienist and Therapist Network which is a non-public group and has over three thousand members. The link was posted, along with a cover letter. Alcohol’s Effect on The Body Sample EssayThe link to the questionnaire was also passed on through the authors contacts within the dental industry. The ideal number of participants was one hundred; within forty eight hours of distributing the questionnaire one hundred and five responses had already been submitted. The final amount at the close of the questionnaire was one hundred and twenty respondents. The layout of the questionnaire was determined mainly by surveymonkey.com, there was a ten question limit due to limited funding available to spend on purchasing more questions. Nine questions were tick box and closed questions with single response answers, unless there was an ‘other’ selection in which case the respondent would need to specify their answer. One question offered the respondent to add anything they wished to write making it an open question.Alcohol’s Effect on The Body Sample Essay Tick box answers were chosen for simplicity and time management. According to The University of Leeds guidance, the most successful questionnaires are quick, as people tend to be hesitant to commit to completing a questionnaire that they presume will be complex or take a long time.Alcohol’s Effect on The Body Sample Essay There is some conflict amongst questionnaire guides whether easy questions such as gender, occupation and location, should be at the start or the end of a questionnaire. In this questionnaire the simple questions were split and inserted both at the beginning and end. Starting with occupation and ending with gender, age and location. All respondents were reassured of their anonymity by completing the questionnaire on surveymonkey.com and also assured that the data they provided would only be used in connection with this research project.Alcohol’s Effect on The Body Sample Essay Although it is best practice to run a pilot survey first, due to time restraints this was not possible. However the author did ask for proof reading and feedback from colleagues and family to ensure there were no obvious errors or omissions.Alcohol’s Effect on The Body Sample Essay Data Analysis & Discussion Out of one hundred and twenty respondents, one person did not select their occupation; this meant 44% of respondents were dentists, 21% dental hygienists and 35% dual qualified dental hygienist/therapists.Alcohol’s Effect on The Body Sample Essay Question two asked’How often do you ask your patients about their alcohol intake?’. The answer with the most responses was ‘At every appointment/3+ times per year’ with a total of 38, however ‘Once per year’ was close behind with 36 selections (Appendix – Fig 2). It is interesting to note that when the results were broken down in to occupation the most popular selections were as follows; dentists — Twice per year 71%, dental hygienists — Never 41% and dental hygienists/therapists — At every appointment/3+ times per year 55% (Appendix – Fig 3). The survey indicated that the majority of sole qualified dental hygienists in this survey are not asking their patients about their alcohol intake at all. When the author asked a sole qualified dental hygienist colleague why he thought this might be, the colleague disclosed that he had never been taught anything during his studies to do with alcohol, nor DBOH. This response may go some way to establishing the cause, but it also identifies a need for further research to investigate the reason for this.Alcohol’s Effect on The Body Sample Essay Question three is one of the most important questions in the survey as it concerns where dental clinicians are obtaining their alcohol advice. The most popular answer was ‘NICE guidelines’ with 37% (Appendix — Fig 4). Once it has been disseminated in to occupation the results are as follows; Dentists — NHS Scotland: Alcohol and Oral health 70%, Dental hygienists — NHS Live Well Guide 26% and Dental hygienists/therapists — Delivering Better Oral Health 47%.Alcohol’s Effect on The Body Sample Essay When considering range, the age group which uses DBOH the most are 18-24 years at 60%, 65-74 years do not use DBOH at all and 45-54 years comes in second least with 17% (Appendix – Fig 6). A possible reason for this could be the time at which the participant qualified. Currently many dental hygiene and therapy programmes in the United Kingdom promote and encourage the use of DBOH these results may imply that those in the younger age group qualified recently so continued using DBOH in practice as they were in university. Whereas the older age groups may not be as aware or comfortable using it. However this highlights a need for further research.Alcohol’s Effect on The Body Sample Essay Question four asks the question how does a dental clinician decide what advice is appropriate. Interestingly the most popular answer was ‘I do not normally give alcohol advice’ (40%) and the second most popular answer with only a difference of 0.17% was ‘I check to see if their units of alcohol per week are over or under the national recommendations’ (Appendix — Fig 7). Whilst it may be suitable to assess a patients level of risk by checking their weekly units of alcohol, it does not provide as much in depth information as AUDIT (C), nor does it place a person in an official risk category as outlined by DBOH. More concerning is the fact that nearly half of the participants surveyed do not offer any alcohol advice at all. Many patients are unaware of what constitutes a unit, how many units per week are advisable and importantly the risks associated with drinking alcohol.Alcohol’s Effect on The Body Sample Essay The most popular results per occupation are as follows (Appendix — Fig 8); dentists equally chose ‘I do not normally give alcohol advice’ and ‘I check to see if their units of alcohol are over or under the national recommendations’ with 47% each, dental hygienists — ‘I do not normally give alcohol advice’ and dental hygienists/therapists — ‘I ask the patient to complete AUDIT (C) from DBOH’. As mentioned previously further research is needed to highlight any reasons for the varied choices from the three professions.Alcohol’s Effect on The Body Sample Essay Question five relates to the advice advocated by DBOH, which is the aforementioned ‘Ask, Advise, Act’. If it has become apparent the patient requires professional support it is the responsibility of the clinician to encourage referring them on to their GP or local alcohol support service. Whilst only 93% of clinicians had never referred a patient and 7% had (Appendix — Fig 9). More females have referred than males at a ratio of 9%:3%, however this may not be significant if the research was repeated with a larger sample size as this survey had more female respondents than male with a ratio of 86:34.Alcohol’s Effect on The Body Sample Essay Question six is also important in answering the question for the primary research goal. This question asks for the participant’s opinion on the alcohol chapter of DBOH. Interestingly 71% of respondents replied ‘I do not use it’ and only 16% like it (Appendix — Fig 11). From the occupation groups the highest non-users were the dental hygienists (Appendix – Fig 12). As there are currently no publications regarding the usage or the opinion of clinicians using DBOH, there are no points of comparison or studies for the author to speculate the reasons why such a large proportion does not use DBOH. This study has highlighted a need for a further field of study in to DBOH and patient care, and to identify the best way for patients to receive best practice, standardised care, whether this is via DBOH or other relevant guidelines.Alcohol’s Effect on The Body Sample Essay From the demographic questions we can see that out of 120 participants 86 were female and 34 were male (Appendix — Fig 13). Of the age groups sampled jointly the 25-34 years and 35-44 years had a total of 36 respondents, the highest amount out of all the age categories (Appendix — Fig 14). This may be indicative of the platforms the questionnaire was distributed, via Facebook and a website. Paper copies or emails sent directly to dental practices might allow for more varied age range responses. The most popular location was the South East of England with 24 respondents (Appendix — Fig 15).Alcohol’s Effect on The Body Sample Essay Statistical Significance To test the validity of this research and to identify whether the hypothesis is correct the statistics must be tested. The data in this research consists of categorical variables; this simply means the options can be placed in to categories, for example occupation, the variables are not numeric. For data with categorical variables a chi square test is performed to identify significance. The categorical variables in this research can also be further broken down in to independent and dependent variables. This research consists of mostly dependent variables. Dependent variables are things that can be changed by other factors, some examples of this are; • A dental hygienist may do further training to become a dental therapist.Alcohol’s Effect on The Body Sample Essay • A dentist may not currently like DBOH but once the publication has been altered or updated they may change their mind. Independent variables are things that cannot be changed by other factors for example eye colour or gender. Using question six ‘How do you feel about section 8’Alcohol misuse and oral health’ in DBOH?’ An online chi-square calculator was used to analyse the relevant information as depicted in Fig 16; This table sets out the observed values, expected values in round brackets and chi-square values for each cell in square brackets. To interpret your chi-square statistic you must first decide your significance value, this is usually 5% or 0.05. Alcohol’s Effect on The Body Sample EssayThen it is necessary to identify your degree of freedom, this is a table which allows you visualise how much your statistic is allowed to vary. To work out your degree of freedom a simple equation must be calculated; (Number of rows-1) X (Number of columns-1) =Degree of freedom So for this table we have; (3-1) X (5-1) = 8 degrees of freedom Fig 17 is a chi-square degree of freedom table; The chi square statistic for this research is 21.90, and the degree of freedom as highlighted in blue above is 15.51. This means the statistic is greater than the degree of freedom therefore the null hypothesis (H0) ‘Dental clinicians are implementing DBOH’’ is rejected and the alternative hypothesis (H1) ‘Dental clinicians are not implementing the alcohol toolkit from DBOH’’ is accepted.Alcohol’s Effect on The Body Sample Essay The p-value of this study also confirms the above statement. The significance value was set at 0.05, so a small p-value or a p-value of less than 0.05 confirms rejection of the null hypothesis and acceptance of the alternative hypothesis. The p-value was 0.005. Therefore the primary research identifies that the majority of clinicians are either not using the alcohol toolkit of DBOH at all, or are only using some parts of it, not in its entirety.Alcohol’s Effect on The Body Sample Essay Why is there a reluctance to address alcohol consumption? Question seven on the questionnaire asked the participants ‘Anything you would like to add?’. The answers provided a thorough insight in to some of the reasons why dental clinicians may be reluctant to address alcohol with their patients.Alcohol’s Effect on The Body Sample Essay Many participants commented that alcohol consumption was answered on the medical history form, this may indicate that they believe as long as they have a written record of the patient’s alcohol consumption that would be enough information or they are covered medico-legally. However if they do not discuss it further with the patient they will not know whether the patient understands what a unit of alcohol is or even if the patient understands the risks associated with drinking regularly. The clinician may also be placing themselves in a risky position regarding negligence. In 2013 a patient took dentist Ian Hughes to the high court for failing to diagnose her oral cancer, he was in this instance cleared of the charges (www.manchestereveningnews.co.uk). However it should be a warning to clinicians who fail to either risk assess the patient or perform a thorough examination.Alcohol’s Effect on The Body Sample Essay Another participant stated ‘already too much to do for my £8.30 (Scottish exam fee) without doing this. Writing the notes alone takes long enough!’ this seems to broach the idea that time and money are a factor in what dental professionals should be or are capable of covering in their appointments with patients. Further participants mentioned the constraint of time. There is a huge demand in the United Kingdom for access to dental care, especially National Health Service practices, therefore there is pressure placed upon clinicians to treat as many patients as possible. Alcohol’s Effect on The Body Sample EssayThere may be an argument to suggest that dental clinicians are not afforded the time to cover all the areas necessary as part of a standard dental visit. Some participants made reference to the fact that they would only discuss alcohol consumption if they found an ‘oral development’ they felt could link to alcohol or evidence of acid erosion. However the opposing argument to this is if they had addressed alcohol earlier in their professional relationship where possible, would the patient be exhibiting those oral manifestations.Alcohol’s Effect on The Body Sample Essay A common reaction is that smoking is a topic that is easier to address, one participant divulged ‘I find patients are more defensive about how much they drink than smoking (sic) and many do not understand its relevance to oral health’. The government has spent a lot of money on resources attempting to encourage people to stop smoking by highlighting the associated risk. Some key events were the ban on smoking in all enclosed work places in 2007 (www.politics.co.uk) and graphic images being printed on to cigarette packets in 2008 (www.bbc.co.uk). There has not been such government investment in exploring alcohol related disease and formulating nationwide advertisements or publications to explain the health implications to the general public.Alcohol’s Effect on The Body Sample Essay There seems to be a social acceptance that the risks of smoking and encouragement to quit can be openly discussed with smokers without undue tension. Therefore this ties in with the overwhelming reaction from the participants that there is an awkwardness surrounding discussions about alcohol consumption. One participant stated ‘Patients can be even more coy about alcohol consumption than they are about smoking’, this might suggest that they feel patients would not provide an accurate or truthful answer to begin basing advice on.Alcohol’s Effect on The Body Sample Essay Some further comments to illustrate participants feeling awkward are ‘Alcohol can be a sensitive issue to approach’; ‘…it is not my responsibility to question their lifestyle choices’, ‘I find it too awkward an area to broach with patients’ and ‘We all have bad habits’. Unlike smoking, historically alcohol tends to still be a socially accepted activity. Fermented drinks can be dated as far back as the Stone Age (www.nytimes.com). Alcohol is commonly consumed as part of a celebration or social time spent with colleagues, family or friends, as part of religious services and might even be a person’s career e.g. professional wine taster.Alcohol’s Effect on The Body Sample Essay It is therefore not surprising that dental clinicians find it a tricky subject to deal with because the probability is that they too consume alcohol. Underwood, Fox and Manogue (2010) conducted a survey of tobacco, alcohol and drug use among dental undergraduates at an English university. They compared results from 1998 and 2008. The 2008 results showed that 63% of males and 69.5% of females drank alcohol.Alcohol’s Effect on The Body Sample Essay There has also been an increase in binge drinking amongst both sexes since 1998. Underwood, Hackshaw and Fox (2007) also conducted a survey of tobacco, alcohol and drug use amongst newly qualified dentists completing a year’s vocational training comparing data from 2000 and 2005. The findings showed that whilst the amount of males and females drinking alcohol had decreased since 2000, it was still at a high proportion with 82% of males and 81% of females in 2005. It can consequently be suggested that as many dental clinicians are consuming alcohol despite being aware of the risks, thus they feel it is hypocritical to evaluate and admonish another person for their decisions.Alcohol’s Effect on The Body Sample Essay The Role of the Dental Hygienist/Therapist From an ethical and medical point of view alcohol intake must be part of gathering a complete history about your patient. Thorough soft and hard tissue checks should be completed to check for any abnormalities. The patient should be informed of their relative level of risk for oral disease from any of their habits. Advice should be offered where appropriate and done with evidence based backing. The clinician must be able to identify where further specialist referral is required.Alcohol’s Effect on The Body Sample Essay How could this research be furthered? If the author were to continue this research the initial changes to implemen

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ASSIGNMENT: FETAL DEVELOPMENT ASSIGNMENT: FETAL DEVELOPMENT Assignment: Environmental and Genetic Impact on Fetal Development Both environmental and genetic influences impact fetal development. Some substances (e.g., folic acid, hormones, etc.) have the biggest influence at sensitive periods during gestation. Early in gestation, when neurological development is at its peak, folic acid is most important. Hormones, such as androgen and estrogen, are necessary for external genital differentiation between 9 and 12 weeks of gestation. Prenatal alcohol exposure, however, can impact fetal growth at any time during gestation. On the other hand, environmental influences such as maternal genetics, nutrition, health, and immunization can have a positive impact on fetal development, mitigating the impact of substances and other negative influences. In addition to environmental influences, you must also consider the impact of genetic influences. Genes determine not only an individual’s physical features at birth—they also contribute to hormonal processes throughout the lifespan. The interaction of environmental influences and genetic influences impacts the development of a fetus. Permalink: https://nursingpaperessays.com/ assignment-fetal-development / ? For this Discussion, you will examine environmental and genetic influences on fetal development. To prepare for this Discussion Assignment: Fetal Development: · Select one genetic influence and one environmental influence on fetal development and think about how these influences might impact each other. By Day 4 of this Assignment: Fetal Development Post a brief description of the genetic influence and the environmental influence you selected. Then, explain how the environmental influence might positively or negatively affect the development of a fetus with the genetic influence you selected. Be specific and provide examples. Use your Learning Resources to support your post. Use proper APA format and citations. Berk, L. E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education. Chapter 2, “Genetic and Environmental Foundations” (pp. 44–77) Chapter 3, “Prenatal Development, Birth, and the Newborn Baby” (pp. 78–117) Charness, M. E., Riley, E. P., & Sowell, E. R. (2016). Drinking during pregnancy and the developing brain: Is any amount safe? Trends in Cognitive Sciences, 20 (2), 80–82. doi:10.1016/j.tics.2015.09.011 Note: You will access this article from the Walden Library databases. Entringer, S., Buss, C., & Wadhwa, P. D. (2015). Prenatal stress, development, health and disease risk: A psychobiological perspective—2015 Curt Richter Award Paper. Psychoneuroendocrinology, 62 , 366–375. doi:10.1016/j.psyneuen.2015.08.019 Note: You will access this article from the Walden Library databases. Tzouma, V., Grepstad, M., Grimaccia, F., & Kanavos, P. (2015). Clinical, ethical, and socioeconomic considerations for prescription drug use during pregnancy in women suffering from chronic diseases. Therapeutic Innovation & Regulatory Science, 49 (6), 947–956. doi:10.1177/2168479015589820 Note: You will access this article from the Walden Library databases. Grace, T., Bulsara, M., Robinson, M., & Hands, B. (2015). The impact of maternal gestational stress on motor development in late childhood and adolescence: A longitudinal study. Child Development, 87 (1), 211–220. The Impact of Maternal Gestational Stress on Motor Development in Late Childhood and Adolescence: A Longitudinal Study by Grace, T., Bulsara, M., Robinson, M., & Hands, B., in Child Development, 2015/October. Copyright 2015 by John Wiley & Sons-Journals. Reprinted by permission of John Wiley & Sons-Journals via the Copyright Clearance Center. Retrieved from https://www.researchgate.net/profile/Tegan_Grace/publication/282873739_The_Impact_of_Maternal_Gestational_Stress_on_Motor_Development_in_Late_Childhood_and_Adolescence_A_Longitudinal_Study/links/56244b7d08ae70315b5db881.pdf March of Dimes Foundation. (2016). Retrieved from http://www.marchofdimes.org Centers for Disease Control and Prevention. (2016). Birth defects. Retrieved from http://www.cdc.gov/ncbddd/birthdefects/index.html Prenatal Development Assignment Case Study Paper Prenatal Development Assignment Case Study Paper PRENATAL DEVELOPMENT STEP 1: TED Talk and Reflection Watch the following Ted Talk on the visualization of prenatal development: Answer the following 2 questions: 1. Describe two things you found interesting and/or surprising. 2. What do you want to learn more about prenatal development? STEP 2: 1. Choose ONE article from the list below. Prenatal Development Assignment Case Study Paper High-Stress Pregnancies Slow Childhood Development, Study Warns http://time.com/3757864/air-pollution-babies/ http://www.cnn.com/2016/08/19/health/pregnancy-adhd-unhealthy-diet/index.html http://www.cnn.com/2017/01/02/health/parental-obesity-child-development/index.html Answer the following 2 questions: 1. Identify the article you chose from above. Why did you choose that specific article? What made you interested in that subject? Prenatal Development Assignment Case Study Paper 2. Summarize the article. Be thorough. Explain the article as if you were telling someone who had not read it. STEP 3: TED Talk and Reflection Watch the following Ted Talk on what we learn before we are born: Prenatal Development Assignment Case Study Paper Answer the following 2 questions: 1. Describe some of the studies that Annie Murphy Paul discusses. What do they tell us about learning in the womb? 2. What did you learn and/or find interesting about this TED Talk? Prenatal Development Assignment Case Study Paper Prenatal Development and Infancy Research Paper – Essay This sample Prenatal Development and Infancy Research Paper is published for educational and informational purposes only. If you need help writing your assignment, please use our research paper writing service and buy a paper on any topic at affordable price. Also check our tips on how to write a research paper, see the lists of psychology research paper topics, and browse research paper examples. Birth, of course, does not mark the beginning of human development; rather, development begins at conception. Although much of prenatal development occurs within the physical domain, developments in the cognitive and psychosocial domains also emerge at this time. Moreover, although these developments are driven by genetic and maturational forces, experiential factors also play an influential role during this period. Within this research-paper, we address some major areas of prenatal development: sensory experience, neurobehavioral functioning, and teratogenic risks. Postnatally, the period of life known as infancy traditionally consists of the first two years following birth, and it is during this period that often dramatic and rapid developments take place in all domains. Some of the most important of these phenomena, including brain development, visual and auditory perception, cognitive development, temperament, and attachment, are reviewed in the remainder of this chapter. While discussion of the selected topics provides a glimpse into the array of developments occurring during gestation and infancy, they are necessarily limited in their overview of the vast number of changes and issues that have been studied during these earliest phases of life. The reader is thus strongly encouraged to review additional sources for a discussion of subjects such as fetal programming, prematurity, language, and social cognition that are also germane to prenatal and/or infant development. Sensory Development Even though sensory development begins long before birth, it is inherently difficult to observe the responses expressed by the fetus. Early fetal chemosensory experience has been examined largely in animals, whereas most studies with human fetuses have investigated auditory responsiveness in the second half of gestation. Our primary sources for knowledge about sensory development in human fetuses derive from studies of prematurely born infants and research using sophisticated noninvasive techniques. For example, magnetic fields generated by active neurons in fetal brain tissue can be detected and used to examine a fetus’s response to auditory stimulation (Huotilainen, Kujala, & Hotakainen, 2005; Zappasodi, Tecchio, & Pizzella, 2001). Generally speaking, the senses become functional sequentially between 8 and 26 weeks, with touch developing first, then taste and smell, hearing, and finally vision. Touch Sensitivity to touch or pressure begins early in gestation and develops in a cephalocaudal direction (Field, 1990). By about 8 weeks of gestation, the fetus responds to touch on the area around the lips by moving. By 12 weeks, the fetus responds with a grasping movement when fingers are touched. During early gestation, the fetus typically responds by moving away from the source of stimulation. Later in gestation, the fetus tends to move toward the stimulation. For example, touch stimulation on the cheek of a fetus can elicit rooting-like responses, which later help the infant locate the source for nursing. Overall, the sensory abilities to detect touch, along with body motion, appear to be the most developed at birth (Field, 1990). Taste and Smell Scientists conclude that fetuses have gustatory and olfactory detection. However, with the exception of the taste for sweet, there has been no direct evidence for fetal chemo-sensory preferences. Flavors and odors from the mother’s diet do pass into the fetus’s amniotic fluid and bloodstream. Thus, the sensation of taste and smell can occur through the fetus’s nose, mouth, and bloodstream. When the fetus engages in breathing movements (beginning at about 10 weeks of gestation), amniotic fluid not only is swallowed but also passes through the nose after the plugs blocking the nostrils dissolve (James, Pillai, & Smoleniec, 1995; Schaal, Orgeur, & Rognon, 1995). Additionally, through blood circulation to the nose and mouth, the fetus has the opportunity to experience different smells and tastes (Schaal, 2005). Following birth, neonatal detection of a variety of odors and flavors is evident, with preferences emerging quickly (e.g., mother’s scent). Hearing The fetus’s auditory system develops gradually starting at around 6 weeks of gestation, and by 28 weeks it is sufficiently well developed to enable the fetus to reliably respond to sounds, typically with startle responses and increased heart rate (Lecanuet, Granier-Deferre, & Busnel, 1995). Within the uterine environment, the fetus is regularly exposed to its mother’s voice, gastrointestinal sounds, and heartbeat. During the last trimester, a fetus also appears to hear external sounds that pass through the uterine walls (Fernald, 2004). Vision At about 8 weeks of gestation, the lens, eyelids, and muscles controlling eye movement begin to develop. By 15 weeks, the integration of the optic nerve in each eye is complete. By 28 weeks, the development of the visual cortex in the brain resembles that in the adult. Although the fetus can open and blink its eyes for some time, it receives relatively little visual input before birth because of in utero darkness. However, if the fetus is born prematurely at this time, it can already detect changes in brightness (i.e., light and dark; Slater, 2004). Because the neural structure of the eyes and pathways to the brain are still immature, vision appears to be the least sophisticated of the senses and continues to develop substantially after birth. Neurobehavioral Development and Functioning The identification of fetal activity patterns and their underlying neural mechanisms is critical not only for understanding the beginnings of human behavior, but also for monitoring the fetus’s healthy development in the functioning of peripheral and central nervous systems. Most knowledge about neurobehavioral development in the fetus has been generated by real-time ultrasound and Doppler-based electronic fetal monitors (DiPietro, 2005). Four aspects of fetal functioning are typically involved in a multidimensional neurobehavioral assessment: motor activity, heart rate, behavioral state (e.g., from active to inactive), and responsivity to stimulation (DiPietro, 2005). Motor Activity Movements first appear between 7 and 16 weeks of gestation. The development of fetal movements shows an increase in repertoire. Movements include both large generalized movements (e.g., startle, stretch, rotation, and breathing) and movements of specific body parts (e.g., head, eyes, fingers, jaw opening, yawn, and hand-face contact). Initially, movements tend to appear scattered in a random fashion, but gradually the occurrences of movements are more coordinated and clustered together into bursts, and finally into longer periods of fluctuating activity (Robinson & Kleven, 2005). Although there are individual differences in the quantity of movements among fetuses, they occur less frequently but with more vigor during the second half of gestation (DiPietro, Hodgson, & Costigan, 1996). Increasingly longer periods of inactivity are common as fetuses mature. Thus, motor inhibition is believed to also be a significant marker for neurological development. Fetal Heart Rate The heart rate in healthy fetuses is almost twice that of adults, fluctuating between 120 and 160 beats per minute. Cycles of increased and decreased variability in baseline heart rate can be observed throughout the day. Whereas spontaneous accelerations indicate responsiveness in the sympathetic nervous system, general trends in the rate and variability of fetal cardiac activity reflect the maturation of the nervous system. Overall, heart rate shows a pattern of decrease in rate and increase in variability during the prenatal period. However, decelerations after 28 weeks tend to be markers of pathology. Contrary to some common beliefs, fetuses’ heart rates are not in synchrony with their mothers’ heart rates. In a quiet and resting condition, a mother’s heart rate does not influence fetal heart rate, or vice versa (DiPietro et al., 2006). Furthermore, the presence of heart rate acceleration coupled with fetal movements is viewed as a sign of fetal well-being. Increases in the coordinated coupling between the two different systems indicate the integration of the central nervous system. Behavioral States Behavioral states are relatively stable periods characterized by coordinated patterns in the fetus’s eye and motor movements as well as heart rate activity. Beginning at about 28 weeks, the fetus begins to show rest-activity cycles. Four fully developed behavioral states can be detected at around 36 weeks: quiet sleep, active sleep, quiet awake, and active awake (de Vries & Hopkins, 2005). The quiet sleep state features the absence of eye movements and a stable heart rate within a narrow range. The active sleep state is characterized by eye movements, a wider range of heart rate oscillation, and periodic stretches and gross body movements. The state of quiet awake is characterized by the absence of gross body movements, a stable heart rate with a wide range of oscillation, and the absence of heart rate acceleration. The active awake state features the presence of eye movements and continuous, vigorous activities with unstable and large accelerations in heart rate. Compared to neonates, fetuses take a longer time to complete a state change and make fewer transitions between quiet and active sleep states. Because behavioral states are believed to reflect neural functioning, and therefore fetal health, observations of fetal states can be used to discriminate abnormalities in pregnancy and growth retardation. Responsivity Fetuses respond to stimulation originating outside of the uterus. Compared to airborne sound stimuli, fetuses respond to vibro-acoustic stimuli (comparable to an electric toothbrush) with greater heart rate accelerations and more body movements. In response to repeated presentation of stimuli, a pattern of decreased response (i.e., habituation) reflects healthy fetuses’ capacity for self-regulation and information processing. Conclusion Fetal neurobehavioral development is predictable. Overall, it goes through a transition of rapid changes with decreased heart rate, increased heart rate variability, and increased movement-heart rate coupling between 28 and 32 weeks of gestation, after which the development levels off and a stable pattern is established ( DiPietro, 2005). Because similar patterns of coupling and/or disassociation (e.g., between fetal movement and heart rate) are found among fetuses, it is assumed that these fundamental properties of neurobehavioral development prior to birth are universal (DiPietro et al., 2006). Future research will need to explore the underlying mechanisms and experiential factors that may facilitate or impede fetal development and functioning. Teratogens Traditionally, teratology is the study of physical damage in the embryo or fetus caused by prenatal exposure to foreign substances. More recent teratology focuses on the impact to the developing central nervous system and its manifested behavioral consequences (Fried, 2002). The most common teratogenic risk factors linked to children’s negative outcomes have been prenatal exposure to maternal use of tobacco, alcohol, or cocaine. According to the Substance Abuse and Mental Health Services Administration (2005), approximately 18 percent of pregnant women in the United States reported smoking cigarettes, 9.8 percent reported drinking alcohol, and 4 percent reported using at least one illegal drug in the previous month. Tobacco Cigarette smoking is known to directly deliver chemical toxins to the fetus through the mother’s bloodstream, and thus may influence the developing brain and cause neurophysiological deficits. Prenatal exposure to maternal smoking is associated with an array of problematic physical and behavioral outcomes in both perinatal and postnatal periods such as reduced fetal growth, disruptive fetal heart rate regulation, preterm delivery, perinatal mortality, and suboptimal neonatal neurobehavioral functioning (e.g., increased tremors and startling and increased distractibility; Zeskind & Gringras, 2006). The negative effects of prenatal smoking often persist into childhood and adolescence. For example, longitudinal studies found that offspring of mothers who smoked during pregnancy show an increased risk for exhibiting oppositional behavior, criminal offending behavior, and smoking behavior (Buka, Shenassa, & Niaura, 2003; Gibson, Piquero, & Tibbetts, 2000; Montreaux, Blacker, & Biederman, 2006). Even when mothers did not smoke cigarettes during pregnancy but were exposed to environmental tobacco smoke (i.e., secondhand smoke), adverse perinatal effects have been demonstrated. Schuetze and Eiden (2006b) found that infants of both mothers who were exposed to secondhand smoke and mothers who smoked cigarettes had a significantly increased baseline heart rate and decreased heart rate variability compared to infants of mothers who had no exposure to cigarette smoke; these outcomes suggest a compromised nervous system. Moreover, this same study documented a dosage effect of prenatal direct and indirect exposure to cigarette smoking on compromised neonatal neurophysiological functioning. Alcohol In 2002, over 50 percent of women in their childbearing years drank alcohol without using birth control, and thus potentially were at risk for pregnancy complicated by teratogenic exposure (Centers for Disease Control and Prevention, 2004). The detrimental effects of prenatal alcohol exposure range along a continuum, downward from fetal alcohol syndrome, the most severe result of exposure, to alcohol-related birth defects, alcohol-related neurodevelopmental disorders, and, finally, specific cognitive and psychosocial deficits. Because impairments are not limited to the most severe form of exposure, even low levels of maternal alcohol use during pregnancy may cause potential harm. Prenatal alcohol exposure is linked to a host of cognitive deficits, including mental delays and problems in attention, memory, learning, problem solving, planning of actions, and state regulation (e.g., Howell, Lynch, Platzman, Smith, & Coles, 2006). Emerging evidence shows that these problems begin as early as infancy and often persist into adulthood (O’Connor & Paley, 2006). Researchers have hypothesized that central nervous system abnormalities caused by prenatal exposure to alcohol result in attentional difficulties, which in turn impact higher-order cognitive processes and subsequently compromise functioning. In addition to cognitive deficits, prenatal alcohol exposure is found to be associated with psychosocial problems, including hyperactivity, aggressive behavior, depression, poor interpersonal skills, and psychiatric disorders (O’Connor & Paley, 2006). Cocaine Much of the recent research on the effects of prenatal drug exposure has focused on cocaine. Evidence suggests that detrimental effects of prenatal cocaine exposure are modest but consistent on neurobehavioral functioning, physiological regulation, motor development, frustration reactivity, attention and arousal regulation, and language (Beeghly et al., 2006; Bendersky, Bennett, & Lewis, 2006; Dennis, Bendersky, Ramsay, & Lewis, 2006; Schuetze & Eiden, 2006a). Research also has suggested a dosage effect of prenatal cocaine exposure on particular outcomes. Infants who had higher levels of exposure to cocaine showed smaller birth head size, more compromised physiological regulation, and more negative engagement with their mothers than did infants with less prenatal exposure (Behnke et al., 2006; Schuetze & Eiden, 2006a; Tronick et al., 2005: Prenatal Development Assignment Case Study Paper). Follow-Up Risk Prenatal exposure to maternal smoking, alcohol, and/or cocaine use is related to some common long-term neurobehavioral and cognitive outcomes, including attention deficit and hyperactivity disorder, decreased cognitive functioning, and deficits in learning (Huizink & Mulder, 2006). The teratogenic insult of prenatal exposure on long-term impact is usually compounded by developmental risks associated with being reared by a substance-abusing parent. Oftentimes, maternal substance use or abuse is a marker of social and psychological problems in the childrearing environment. In other words, in addition to direct effects of maternal prenatal use of tobacco, alcohol, and/or cocaine on the fetus, adverse outcomes may be due to indirect effects mediated through other, related risk factors such as the mothers’ low socioeconomic background, single parenthood, high stress levels, low social support, and deficits in parenting behaviors. For example, Schuetze, Eiden, and Dombkowski (2006) demonstrated that compared to women who did not smoke cigarettes during the prenatal period, women who smoked during pregnancy were insensitive and less affectionate to their newborn infants. This linkage can be further explained by high levels of anxiety and hostility in mothers who smoke cigarettes during pregnancy (Schuetze et al., 2006). Similarly, Tronick and colleagues (2005) reported that, compared to control dyads, levels of dyadic engagement were lower and more negative for infants and their mothers who used cocaine during pregnancy. This suggests that any impact of teratogenic risk of prenatal exposure to cocaine on offspring may be exacerbated by the poor quality of interaction between child and parent. The above evidence indicates that a simple explanation of teratogenic risk on subsequent problematic behavior may not be sufficient. More sophisticated research approaches are required to examine the complex relations between prenatal substance exposure and various environmental risk factors. Future research regarding teratogenic effects on child development should focus not only on the type, timing, and amount of substance exposure during pregnancy, but also on the joint contribution with multiple risk factors in the childrearing environment (Bendersky et al., 2006; Mayes, 2002). Moreover, researchers have reported that boys and girls may be differently affected by prenatal substance exposure. For example, compared to female neonates, male newborns’ autonomic regulation is more vulnerable to the negative effect of maternal smoking and secondhand smoke exposure (Schuetze & Eiden, 2006b). Prenatal cocaine exposure appears to have a stronger impact on language development in preschool-age girls (Beeghly et al., 2006), whereas it has a significant influence on boys’ frustration reactivity and aggressive behavior (Bendersky et al., 2006; Dennis et al., 2006). Thus, the effect of child characteristics such as sex and temperament in altering the relations between teratogenic risk factors and child outcomes should be considered. Finally, despite the existence of adverse effects, not all children are negatively impacted by prenatal substance exposure. Some resilient children are able to adapt positively and experience healthy development. In addition to understanding the risk of prenatal exposure to teratogens and their direct and indirect effects on child outcomes, investigating the protective factors in buffering against the risks also deserves research attention (Dennis et al., 2006). Infancy Brain Development Formation and Growth of the Brain Brain development begins remarkably early during the prenatal period and involves multiple processes and stages. During the second half of the first month of gestation, the brain begins to form from a neural plate through a process called neural induction. The neural plate then transforms into a tube shape through a process termed neurulation. One end of the neural tube develops into the brain and the other becomes the spinal cord. Problems in neural tube development lead to anatomical abnormalities in the brain and/or spinal cord (Couperus & Nelson, 2006). Once this basic structure of the brain is established, the next stage of development is the production of neurons (i.e., cells that transmit information). The brain houses billions of neurons. The process of proliferation begins in the neural tube at five weeks of gestation, reaches its peak at three to four months of gestation, and is largely complete by the end of the second trimester. At the peak, it is estimated that several hundred thousand new cells are generated each minute. The new cells transform from uncommitted cells to differentiated neurons when they travel to their final location in specific regions of the brain. This process of migration begins at six weeks gestation and continues through four to five months after birth (Nelson, de Haan, & Thomas, 2006). Once a neuron has migrated into its final location, the cell further differentiates and develops. Each neuron consists of a cell body and two ends—axons and dendrites. The primary function of neurons is to process and communicate information. Axons send out information, while dendrites pick up information from other cells. Whereas the proliferation and migration of neuronal cells occur primarily during the prenatal period, the production and growth of axons and dendrites begin at 15 weeks of gestation and continue after birth. The dendrites in some regions of the brain continue to develop throughout the first two years after birth. Despite massive growth and rapid differentiation, neurons also are eliminated through a normal process of apoptosis (i.e., programmed cell death). It is estimated that 40 percent to 60 percent of all neurons may die naturally during embryonic or fetal development (Buss, Sun, & Oppenheim, 2006; Couperus & Nelson, 2006; Nelson et al., 2006). The establishment of connections within the brain occurs when axons and dendrites come together to form synapses so that information can be transmitted between neurons. A healthy, functional brain is one with a vast array of connections. The first synapses can be observed by 23 weeks of gestation, with the peak of production (i.e., synaptogenesis) at the end of the first year after birth; production continues until adolescence (Kagan & Herschkowitz, 2005; Nelson et al., 2006). It is estimated that 40 percent more synapses than the final number found in adults are produced (Nelson et al., 2006). Thus, the process of synaptic pruning also takes place to eliminate excessive production in synapses. The occurrence of synaptic pruning appears to vary by brain regions, with some reaching adult numbers of synapses by two years after birth while others do not do so until late adolescence. It is believed that the level of communication among neurons determines the pruning. Active synapses are strengthened, whereas inactive synapses are pruned. The pruning process can occur either quantitatively (i.e., overall reduction in number) or qualitatively (i.e., elimination of incorrect or abnormal connections; Nelson et al., 2006). The last process of brain development is myelination. Myelin is a fatty substance that surrounds and insulates axons to increase the speed and efficiency in transmitting signals. It first appears during the last trimester of the prenatal period. In some brain regions, this process continues until young adulthood or middle age (Kagan & Herschkowitz, 2005; Nelson et al., 2006). Plasticity of the Brain Within a period of seven months, a small group of cells transforms into a complete form of the adult brain, with six layers of cortex. The old belief was that brain development is based on a predetermined genetic process unfolding according to a fixed sequence and timing. New data suggests that even the early stages of brain formation are not determined by genetic factors alone; environmental factors also play an important part in the process. Soon after the anatomical structures are formed and connections are made, the brain begins to interact with itself and the environment. The ability for the brain to adapt to the change in itself and/or the environment is referred to as plasticity. Overall, during the prenatal period, neural connectivity is changed by internal spontaneous activity. After birth, there is a shift to the effect of external environmental inputs. Disease, metabolic disturbances, malnutrition, and trauma can produce maladaptive changes in the brain, whereas practice and learning can lead to adaptive functional changes in the brain. Furthermore, changes in one neural system can also influence the organization of another in the brain. For example, visual cortex areas in individuals who are born blind can be activated by Braille reading (a method of reading text through touch). Although many neural networks have a preferred connectivity pattern, this connectivity is not ixed because experience can alter the innate pattern. In response to exposure to certain experiences, the resultant changes in the brain may serve to maintain, reorganize, or even lose the initial pattern of connectivity. The newly reorganized brain can then serve as a foundation to facilitate the effect of subsequent experience, which can result in further neural changes. Such effects are referred to as cascading influences. For example, the prenatal experience of listening to speech leads to a preference for the rhythmical properties in native language, which further results in an ability to segment words from continuous speech (Werker & Tees, 2005). Evidence of functional brain reorganization also can be found in infants who are deprived of sensory input. For example, profoundly deaf children who received their cochlear implant (a surgically implanted electronic device that directly stimulates the functioning auditory nerves inside the cochlea with electrical impulses) before age two improved their performance of speech recognition and production more than those who had implantation after age four or five (Geers, 2006; Nicholas & Geers, 2006; Rubinstein, 2002). Clinical evidence for the loss of neural connections in infancy is also available. For example, repeated infections in the middle ear (i.e., otitis media) during infancy, which interfere with sound transmission due to fluid in the ear, can reduce experiential input and lead to deficits in phonetic categorization and difficulties in reading and spelling (see Werker & Tees, 2005). The evidence of plasticity in brain development has implications for early intervention. With the aid of devices such as cochlear implants, maintenance and reorganization of the neural structures is