Ashford University Care Evaluation Discussion

Ashford University Care Evaluation Discussion

Ashford University Care Evaluation Discussion

Question Description
I’m trying to learn for my Writing class and I’m stuck. Can you help?

Original HW Post:

Continuum of Care Evaluation and Analysis

This week’s second discussion forum focuses on the populations of the chronically ill and the disabled.

You may be familiar with the common quote “An ounce of prevention is worth a pound of cure.” In reality, however, you may know of a person, family, or group who is not receiving adequate preventive or medical care due to a lack of resources and funds.

Choose one specific chronic illness or disability of your choice.
Select two resources in your community that address issues related to the chronic illness/disability and describe the services offered.
Select two national resources that address issues related to the chronic illness/disability and describe the services offered.
Analyze whether or not the continuum of care services are adequate for the population with the chosen chronic illness/disability. Explain why or why not.

Ashford University Care Evaluation Discussion

Ashford University Care Evaluation Discussion
Your initial contribution should be 250 to 300 words in length. Your research and claims must be supported by your course text and at least one other scholarly source. Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center.

Guided Response: Review several of your classmates’ posts. Provide a substantive response (minimum of 100 words) to at least two of your peers. Are there any similarities and/or differences between your communities or states? Do you agree or disagree with your peers’ findings on adequacy?

+++++++++++++++++++++Please respond to the two classmates below 100 words each****************************************

Classmate #1

Rachel Bingle

Continuum of Care for Chronic Illness — Diabetes

Local Resources

The chronic illness I am evaluating is diabetes. Two resources available in my community are the UNC Hospitals Diabetes and Endocrinology Clinic and a National Diabetes Prevention Program called Life in 24.

The UNC Hospitals Diabetes and Endocrinology Clinic offers initial screening, diabetes care, educational resources, and referrals to additional specialists as needed. Additionally, they provide evaluation and therapy for all aspects of diabetes, including “blood glucose management, continuous glucose monitoring, insulin pump therapy, cardiovascular risk reduction, diagnosis and treatment of diabetes complications, diabetes prevention, lifestyle modification, nutrition therapy, weight management, exercise training, and diabetes education” (UNC Medical Center, 2020, Our Services). One of the most beneficial services is centered around patient education. This resource offers individual and group classes for management and understanding of diabetes. Providing the necessary tools to patients so they can “better manage their diabetes” (UNC Medical Center, 2020, Patient Education) is the goal.

Life in 24 is a local resource available intended to modify lifestyles to “prevent you from developing type 2 diabetes” (Chatham County, n.d., Diabetes Prevention, para. 2). With this program, people are connected to a lifestyle coach and support group who help reach goals. The motive is to reframe choices with food and exercise, as well as stress management. This program is 16 weeks and designed to change habits to support life without type 2 diabetes permanently.

National Resources

Two national resources available for those with diabetes are the National Diabetes Education Program and the American Diabetes Association.

The National Diabetes Education Program (NDEP) provides resources associated with “diabetes and prediabetes by providing culturally and linguistically appropriate diabetes education resources for a range of individuals and groups — ethnic minorities, hard-to-reach populations, community-based organizations, faith-based organizations, and healthcare providers” (CDC, 2018, NDEP). The added strength of the NDEP is the inclusivity for all backgrounds battling this chronic disease. Additionally, the NDEP connects people to local opportunities to implement programs, connectivity to specific resources, risk assessment, management of the disease, and a focus on underserved populations suffering from diabetes.

The American Diabetes Association (ADA) provides comprehensive services for those with chronic disease. Their association provides education, risk assessment, nutritional guides, fitness directives, community outreach, involvement opportunities, advocacy efforts, and research updates (American Diabetes Association, 2020). There are additionally specific sections of their website available for particular groups living with diabetes. Some of these groups are the elderly, men, women, and children (American Diabetes Association, 2020). There is immense value in utilizing this resource because it is abundantly rich in research and user-friendly navigation and understanding of the available aids.

Continuum of Care Analysis

After evaluating just four local and national resources available for living with chronic illness diabetes, I think the continuum of care services are adequate for the population. A highly functioning continuum of care “ensures access to preventive health services, treatment services, and long-term care services” (Burkholder & Nash, 2013, Ch. 4.1, para. 1). These resources provide thorough care options from risk assessment to initial care, nutritional maintenance, physical activity guidance, preventative care, treatment opportunities, insulin management, and beyond. The national resources, in particular, are more thorough in their representation of care services available. For this reason, I would recommend someone newly diagnosed with diabetes, starting at a grander scale for guidance and then zeroing in on a specialist at the local level like the UNC Hospital for Diabetes. The continuum of care is thorough and representative for specific scenarios and widely accessible.

References:

American Diabetes Association. (2020). Resources. https://www.diabetes.org/resources

Burkholder, D. M., & Nash, N. B. (2013). Special populations in health care [Electronic version]. Retrieved from https://content.ashford.edu/ (Links to an external site.)

CDC. (2018). National Diabetes Education Program. https://www.cdc.gov/diabetes/ndep/index.html

Chatham County. (n.d.). Diabetes prevention. https://www.chathamnc.org/services/health/clinical…

UNC Medical Center. (2020). Diabetes. https://www.uncmedicalcenter.org/uncmc/care-treatment/diabetes/ (Links to an external site.)

Classmate #2

Julia Iaconis

The chronic condition that I have chosen is stroke patients. Every 40 seconds, someone has a stroke in the United States, and every 4 minutes, some passes away from s stroke (Center for Disease Control and Prevention. 2020, para. 1). Every year 795,000 people have a stroke in the United States, and 610,000 are first or new strokes (Center for Disease Control and Prevention. 2020, para. 1). The percentage of ischemic strokes is 87%, and this is when the blood flow to the brain is blocked (Center for Disease Control and Prevention. 2020, para. 1). These statistics show how damaging of a chronic condition this can be and how many people it affects. It affects the person having the stroke and the support system who would need to help them get better.

The first resource in the community that I choose to address strokes is OhioHealth, a healthcare system in Ohio. They have a program that helps patients and their families through the recovery process (OhioHealth. 2020, para 1). They offer classes, support groups, and local events to bring help to the patient (OhioHealth. 2020, para 1). They have support groups that are for stroke survivor support group and young adult stroke sup poet group. The classes they offer are art therapy-brain and stroke rehabilitation, communications group, and hope after stroke. They work with community events that work with stroke survivors, such as The American Heart Association’s Center Ohio heart walk. They also have a stroke camp, a week for stroke patients and families to relax and collaborate and celebrate them.

The second resource in the community that I choose is at The Ohio State University Wexner Medical Center. It is a stroke rehabilitation program whose primary focus is to help patients regain function and become more independent after experiencing a stroke (The Ohio State University: Wexner Medical Center. 2020, para 1). A stroke can affect each person differently and depend on the stroke’s location and intensity. They will personalize rehab care that will address these individual problems the patient is having. The different available services are personalized care, unique services, and accredited programs (The Ohio State University: Wexner Medical Center. 2020, para 5,6,7,8). Ohio States’ rehab program ranks the best in the nation. The services they offer will start in the inpatient hospital and continue when they return home (The Ohio State University: Wexner Medical Center. 2020, para 9). They have resources that will specialize in making the patient recover to the best they can; they also include a treatment team that will work with them. This service allows for an individualized evaluation on how to treat this patient properly.

The first national resource that I choose that address issues related to strokes is the American Stroke Association. They have information that goes into stroke warning signs, stroke prevention, and stroke recovery (American Stroke Association. 2020). This resource allows for prevention as well as aftercare. They use the letters “F.A.S.T.” to help to see the signs of a stroke. F stands for face drooping, A stands for arm weakness, S stands for speech, and T stands for time to call 9-1-1 (American Stroke Association. 2020). They also include a search bar with information on stroke, life after stroke, help, and support, healthy for good, professionals, and stroke support group finder. All of this information allows for free access to get help when needed and helpful tips on prevention care. This can help stroke patients get information on the rehabilitation care they need. Having the ability to get information can help the prevention of a stroke happening.

The second resource that I chose to address stroke issues is the Center for Disease Control and Prevention: Division for Heart Disease and Stroke Prevention. This resource talked about the Policy Evidence Assessment Reports (PEARs), which is a stroke pre-notification of receiving facility by Emergency Medical Service (E.M.S.) provides. This a policy that is all the states can encourage for E.M.S. providers to notify when there is a suspected stroke patient (C.D.C.: Division for Heart Disease and Stroke Prevention. 2019, October 31, para. 3). They give many resources listed under prevention strategies, data and maps, coffee break webinars about strokes, and other organizations’ affiliations. They also provide PDF files that are available ton policies on strokes. All of this information can lead to communication that allows for more details for prevention and helps if needed.

When it comes to stroke patients, the recovery for this is challenging in most cases. Most patients need to get some therapy to get movement back to how they were before. The data that I started with shows how common it is for a person to have a stroke. When it comes to having adequate service for the population with strokes, this can be a challenge. It depends on health insurance as well as access to getting proper healthcare. Having a stroke takes a lot of recovery time, and if not get the appropriate care, it can lead to regressions. The video talked about having the proper care when it comes to getting a stroke and having the insurance company willing to pay for it. With all of this, we can improve how we treat patients and not just look at what health insurance is available. The resources that I talked about are helpful and give the information needed for this, but we also need to work as a society to look for resources to help patients and family members who need help when it comes to stroke.

References

American Stroke Association. (2020). American Stroke Association: A Division of the American Heart Association. Retrieved December 08, 2020, from https://www.stroke.org/

Burkholder, D. M., & Nash, N. B. (2013). Special populations in health care [Electronic version]. Retrieved from https://content.ashford.edu/

CDC: Division for Heart Disease and Stroke Prevention. (2019, October 31). Stroke Systems of Care: Policy Resources. Retrieved December 08, 2020, from https://www.cdc.gov/dhdsp/pubs/stroke_resources.ht…

Center for Disease Control and Prevention. (2020). Stroke Facts. Retrieved December 08, 2020, from https://www.cdc.gov/stroke/facts.htm (Links to an external site.)

OhioHealth. (2020). Support for Stroke Patients: Recovery Resources. Retrieved December 08, 2020, from https://www.ohiohealth.com/services/neuroscience/o…

The Ohio State University: Wexner Medical Center. (2020). Stroke Rehabilitation Program. Retrieved December 08, 2020, from https://wexnermedical.osu.edu/physical-therapy-reh…

Ashford University Care Evaluation Discussion

Ashford University Care Evaluation Discussion

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.