Community Review of Healthcare Services

Community Review of Healthcare Services Community Review Dwayne Potenteau The community experience this term has increased my awareness of the social determinants that affect the population of the Comox valley and Campbell River. While patient’s needs in the hospital are addressed and managed, the ongoing care for the client often extends past the hospital borders into the community and home setting. The change in the client’s environment is based on the need to manage costs. The need to be fiscally responsible is of utmost importance if the health care system is to function for the immediate and long term future. One key piece to maintain fiscal responsibility is to move the client from the hospital to their home. The change in environment has exposed gaps in client care with vulnerable populations. Most of the clients facing health challenges suffered from numerous social determinants, but finances that were imposed on their care were a common between the varying community experiences. This is one of the main reasons for discharge from hosp ital to community. It is not a one sided view, as both the hospital and client do benefit in the discharge, as clients tend to heal or be more relaxed in their own environment. The aspect of my perception and how I am being perceived in order to develop my ability to communicate with others is absolutely crucial help others in the community. I found in my experiences that obtaining information was not as easy as asking a question. I was always cognizant of how I am being perceived so that I could create trust even at the superficial level. The reason for the huge relational component is that without the gained trust providing the proper avenues for care would be difficult. Many clients are referred to the community programs and thus without the nurse relating to the client the care may not be received or the client may defer from treatment. In knowing the client, nurses can setup appropriate discharge support that meets the clients’ needs. Another aspect of the discharge is the ability to work with other interdisciplines. The transition from institutional to community care may present more complex patients that in the past, and thus nurses must be able to use other sources of knowledge. This was evident in home care nursing. Many of the resources in Campbell River can be utilized when preparing a client for discharge. Often nurses act as a medium between physicians, physiotherapists, social workers and dieticians while providing care for clients. Working with other disciplines allows nurses to understand potential problems and anticipate challenges prior to discharge. The ability to anticipate a client’s needs is crucial to their care received in community. Without the adequate dialogue many of the services that a client could benefit from would not be available. It is up to nurses to work with the client to understand what is salient in their world, and if possible align services that can assist in caring for the client. In understanding what is important a nurse should discuss some of the following: (this is not an inclusive list but rather just an overview) The actual community: Where is their community located, and what are the physical boundaries (What are the sanitation/water issues?, Is there access to health care services/911? What are the safety hazards?) The Environment: What are the most common or potential illnesses after discharge? Are there concerns regarding client immunization or proper access to nutrition? Is there an available transit system? Social System: Are there resources available for the client to meet social needs? Client: what strengths does the client have? What strengths do I as a nurse discharging the client perceive? One of the huge benefits most of if not all of the services I visited, would be to visit the client in their home. Most of the clients, outside of home care nursing forced the client to come into the hospital or department. This often posed a problem for clients as they could not make the trip due to the illness, or had no way to make the trip. If some of these services could provide home visits this would reduce the burden to the patients, but may increase costs on an already stressed out system. One element that would benefit is education. The role of preventative health care is in my opinion is key to sustain our health care system. If we could inform to prevent even a single client from developing an illness such as diabetes, that would save the system money. The unfortunate reality is that trying to give qualitative stats where the persons who determine where the funding will go, often want to see empirical quantitative data. Prevention is difficult to show on a graph or pie cha rt. In this community experience I have found a few gaps in service even between districts. For example the quality and accuracy in stroke monitoring between Campbell River and Comox valley. Another facet is the hegemony that nurses experience between physicians and specialist. For example the nurses at the dialysis clinic can call physicians and help make decisions and work with the physician/specialist in Victoria, while the specialists at Nanaimo are not interested in working with the nurses and retain control over the aspects of care resulting in less nurse autonomy. The biggest gap in care comes directly from the health authority. In order to create qualitative data, the health authority had assigned a point system for administering care. One point equates to 15 minutes. The point system is used as a cost measure for staffing. The problem lies in assessing how many points does a client need if they are multi symptomatic. The assessment often takes time and thus puts a great strain o n nurses to provide meaningful, salient and proper care while trying to stay within their allotted point system. To address these issues in Campbell River and Comox, there is discussion on what barriers are impeding Comox Valley from administering additional tests for stroke patients. The barriers could then be addressed and a potential solution discovered. On the issue of varying physician politics, I am not sure how to tackle this issue other than address the concerns to the board of regulations (CRNBC to determine if there is any recourse or perhaps the nurses union for additional guidance or insight). On the topic of managing nursing hours using a point system there needs to be leniency in cases that do not fit the point system. Some patients are complex and thus may need additional time or resources. Neglecting the needs may result in relapse and having the client be reintroduced into the system which ultimately incurs additional costs and is counterproductive. Another point I discovered while at the Comox Valley Nursing Centre, was the gap in communication between clients and the programs and services they were assigned to. Often marginalized clients (people who were forced to live on the street due to health or other social determinants) were very difficult to contact. These clients missed many appointments, even with specialists for whatever reason, and since they often did not have a phone, and could not be contacted. This left the nurse in a difficult situation of advocating for the client when a specialist wanted to drop the client for not showing up to appointments. To remedy this problem perhaps additional communication and education for the client or use of the phone while at the nursing centre may alleviate the current dilemma. Ultimately one of the most profound learning components was for addiction at the Comox Valley Nursing Center. A nurse had stated this mantra â€Å"Addiction is a way to hide from the real problem, discover and treat the problem, you will treat the addiction†.

Title IX Essay -- Physical Education

In recent years, there has been a passionate debate that has gained considerable attention between same-sex physical education classes and coeducational physical education classes. Coeducation physical education classes were executed in an attempt to meet and sustain the requirements of Title IX. Title IX, Education Amendments of 1972, prohibits discrimination, exclusion of participating in, or receiving benefits of any academic program or activity, based on sex, in an educational institution receiving federal financial funds. Title IX provides integration of males and females in physical education classes; however, unfortunately, it does not guarantee equal treatment. Derry and Phillips (2004) stated in their study entitled, â€Å"Comparisons of Selected Student and Teacher Variables in All-Girl and Coeducational Physical Education Environments† that â€Å"physical education is the learning environment provided for youth in the United States to become successful in motor movement, skills, and game play†. Recent research has leading evidence to support that during coeducational academic classes and physical education classes, girls receive significantly less amounts of attention, feedback, participation opportunities and support and encouragement. Physical education classes should offer development of high levels of competence and self-esteem through a variety of physical activities, games and sports. However, research implies that coeducational physical education classes may not provide the optimal environment needed for learning certain specific skills. Furthermore, research also suggests that this environment in coeducational p hysical education classes’ changes due to one’s perception based on different developmental periods in t... ...gs. Journal of Teaching in Physical Education, 24(2), 149. Retrieved from SPORTDiscus with Full Text database. Derry, J., & Phillips, D. (2004). Comparisons of Selected Student and Teacher Variables in All- Girls and Coeducational Physical Education Environments. Physical Educator, 61(1), 23- 34. Retrieved from SPORTDiscus with Full Text database. Treanor, L., Graber, K., Housner, L., & Wiegand, R. (1998). Middle school students' perceptions of coeducational and same-sex physical education classes. Journal of Teaching in Physical Education, 18(1), 43-56. Retrieved from SPORTDiscus with Full Text database. Derry, Julie A. (2002). Single-Sex and Coeducation Physical Education: Perspectives of Adolescent Girls and Female Physical Education Teachers - Research. Melpomene Journal, Retrieved from http://findarticles.com/p/articles/mi_m0LJP/is_3_21/ai_94771954/

Research Analysis on No Child Left Behind

Rhetorical Analysis of â€Å"Evaluating ‘No Child Left Behind’† When reading the 2007 article by education expert Linda Darling- Hammond called â€Å"Evaluating ‘No Child Left Behind’†, Darling- Hammond goes into depth and criticizes just how much the No Child Left Behind Act (NCLB) accomplished in five years. The author begins by using a neutral and agreeable tone with how the law was supposed to be â€Å"a victory for American children†. She also genuinely acknowledges that the notoriously known NCLB Act initially brought high hopes for us Americans to have a sophisticated and reformed education system for our children.But almost just as fast as she agrees that the law was intended for good, she gets right to her point that she opposes the law by using much of logos and connects pathos and ethos along the lines. Darling-Hammond uses logos very strongly and acknowledges that the NCLB Act was created to help American children succeed edu cationally. She doesn’t fully bash the law without implementing clear ideas and alternatives as to what the government should consider to do next in order to effectively make our education system stronger after her criticisms’. She asks the rhetorical question, â€Å"What happened? Not only does this tell us that she was baffled with the outcome of what came to be of this law, but that clearly, it took a complete180 degree turn from what she and others thought it would. She says, â€Å" †¦high-profile Republicans are expressing their disenchantment with the NCLB, while many newly elected democrats are seeking a major overhaul as well. † She purposely wrote this to show that many people- regardless of political party- are not in favor of this law. What Darling- Hammond claims is that the NCLB Act backfired and left more negative effects schools than positive ones.She expresses that â€Å"†¦ the law has been protested by more than twenty states and doz ens of school districts that have voted to resist specific provisions. † Clearly stating that despite all these protests, it is still continuing without true positive outcomes or benefits. She is very firm throughout the article and believes that the government must make and appeals to the reader in trying to bring reasonable and realistic options because the â€Å"100 percent proficiency by 2014† is in no way realistic in her opinion and that â€Å"85 to 99 percent† of schools are considered to be failing†. Paying off â€Å"Educational debt† is ultimately the answer in which Darling-Hammond believes will begin to assure that schools are be more â€Å"productive† because there would be more curriculums to be offered and better programs for students. She also believes in â€Å"equal funds† going into all schools-most especially for the schools that need it the most, taking this idea from â€Å"achieving countries† that have succes sfully done this. Throughout the article, Darling- Hammond also expresses pathos, but she does so while still being logical and reasonable.She openly admits the â€Å"NCLB contains some major breakthroughs† and that â€Å"flagging differences in student performance by race and class, it shines a spotlight on longstanding inequalities and could trigger attention to the needs of students neglected in many schools. † By saying this and shortly expressing her short-lived praise for the act, she is absolutely appealing to the reader’s emotion and even giving some of her personal feelings on the law. One of the harsh truths that Darling- Hammond expresses very openly is that the ultimately to her, the real problem in education is racial inequality.She lists and focuses on what â€Å"minority† students do not have that their â€Å"suburban† counterparts do. She writes that in more than twenty- five states, â€Å"low- income students of color â€Å" go t o a school with â€Å"crumbling facilities, overcrowded classrooms, out-of-date textbooks, no science labs, no art or music courses and a revolving door of untrained teachers† all while other â€Å"white† students have all those resources to a point where it is almost unnecessary due to their â€Å"fewer needs†.She reminds us about the unequal and unfair distribution of resources for students of color in America and that unfortunately, problems with race and poverty are still an issue. Darling- Hammond additionally gives off a great understanding of the NCLB Act, as she is a person in the educational field, which makes her extremely credible for talking about this topic. She has also been following the act since President George Bush approved it. She also writes very formally and articulately, but the reader is able to follow along with her points and her suggestions on repealing the act.She also makes a valid point that more money was being spent on the war wit h Iraq than on education. Of course, spending it on education would have been more beneficial for our students because about â€Å"40,00 teachers† would have been able to be â€Å"qualified† due to properly teach students due to â€Å"high-quality preparation. Darling-Hammond’s article on the No Child Left Behind Act shows logic, pathos, and ethos. She is, however, a writer that understands the opposing view and thinks very reasonably and looks at the bigger picture throughout her article.She wants to make it absolutely definite that the reader understands that if we continue with the act the way that we are, â€Å"Students will not learn at higher levels without the benefit of good teaching, a strong curriculum and adequate resources. † It is no secret that our children are struggling with the educational system and something needs to be done about it. Work Cited Darling- Hammond, Linda. â€Å"Evaluating ‘No Child Left Behind' | The Nation. † The Nation 21 May 2007: 1-5. CQ Researcher. Web. 12 Mar. 2013.

The List Of Franchises That “Went On For Too Long” Is Nearly

The list of franchises that â€Å"went on for too long† is nearly innumerable. Ranging from movies, TV shows, or even books, popular franchises have an uncanny way of sticking around for too long as some higher corporate force looks to earn as many profits as possible. And, what’s worse, stretching such things out for too long may damage not only the ending, but the original story, as well. Because of this, there are very few series’ which actually meet a fitting and appropriate end- but when is enough enough? It’s usually fairly easy to tell, and Hollywood knows it. Nonetheless, they often drag things out for far too long, making unnecessary sequels motivated by purely monetary gain and which damage the originals. These types of films,†¦show more content†¦The â€Å"Star Wars† prequels have been cited as having â€Å"ruined the original trilogy and all of its enigmatic fun,† (Norris, 2013) while the two â€Å"The Hangover† se quels have similar been said to ruin the reputation and originality of the original. Oddly written sequels may also diminish the quality of the original film’s ending, as stated by writers Rosie Fletcher, Tom Eames, and Matt Hill in their article â€Å"7 movie sequels that completely RUINED the original s happy ending† Of â€Å"Jurassic Park 3† they said â€Å"In the third film we finally catch up with the pair, and they ve broken up. They re still pals, but she s now married to some douche attorney named Mark. Eugh, Mark. This is the only scene she s in, so why couldn t they have just been together at the start before he made the trip to the island?† Additionally, the novel â€Å"Scarlett,† a sequel to Margaret Mitchell’s â€Å"Gone With the Wind,† continues a story that was already over. Similar to Vince Gilligan’s comments on â€Å"Breaking Bad† being about Walter White going from a â€Å"good guy† to a â€Å"bad guy,† â€Å"Gone With the Wind† is not so much a â€Å"story of the old south† but a story about selfish and carefree Scarlett O’Hara going from a pampered, childish little girl to a mature,Show MoreRelatedAnalysis McDonald’s Franchise in Viet Nam Essay examples1669 Words   |  7 Pagesï » ¿Individual Assignment Analysis McDonald’s Franchise in Viet Nam Name: Le Quang Hieu ID student: BA60114 Class: BA0662 Lecturer: Nguyen Quoc Cuong Subject: Entrepreneurial Small Business Table of contents I. McDonald’s background 1. History 2. Mission and Vision 3. Business objective II. SWOT analysis III. 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