The Patient Protection And Affordable Care Act - 2030 Words

In 2011, the Agency for Healthcare Research and Quality recorded that Americans made nearly 40 million hospital stays (Pfuntner). Each of these stays in each of the 4,000 hospitals and medical centers across the nation produced, at the very least, one medical record. Every healthcare provider needs to process and maintain these records with haste and accuracy. Failure to do so can result in a multitude of repercussions, ranging from the mistreatment of patients to errors in reporting to insurance that create a cycle of rising costs for both patients and healthcare providers. ERP systems, or Electronic Medical Records system as it has come to be known in the healthcare industry aim to serve a field with an exponentially growing need for†¦show more content†¦Increased volume is not the only concern stemming from the bill when implanting ERP; employers, individuals, and healthcare providers must now maintain more detailed patient records to ensure that patients qualify for cove rage. Implementing an ERP system is a huge undertaking, and failure is not only a possibility, but fairly likely. The Government Accountability Office reported in 2008 that almost half of the US government’s IT projects had to be revamped because of funding issues or change of project scope, and half of those projects needed restructuring twice or more (GAO). One of the more recent projects responsible for headaches was heavily scrutinized in the public eye from day one. In October 2013, the US government launched HealthCare.gov, a health insurance exchange website operating under the parameters set by the Affordable Care Act that was designed to assist American citizens in enrolling in health insurance plans provided by third party carriers or Medicaid. Almost immediately after launch, the website’s data center, managed by Verizon, suffered an equipment failure, causing the site to go down completely for at least a day. Stress tests were not completed until the day prior to launch, and the mind numbingly long loading times

Essay about Arts in Public Schools - 2035 Words

Arts in Public Schools All around the United States, art programs are being cut out of the budget in public schools. The arts include dance, band, chorus, theatre, film, drawing, painting, photography and literary arts. Some school board members feel these art programs are not necessary and do not benefit the students in any way. Elementary, middle, and high school students are forced to quit their passion and feel that their talents are not supported by their schools. Although many are not aware, there is a strong connection between arts education and academic achievement. Unfortunately, due to budget cuts in many public schools, the art classes are first on the list to be cut. It is important that the students, parents and teachers†¦show more content†¦Music, dance, drama, painting and drawing teachers try to incorporate academic lessons into their art classes. Students can be learning both art and academic topics at the same time. This can benefit the students extremely b ecause it will not only engage the students in helpful activities, but it will keep them interested in learning the different topics. For example, schools may play music in the halls to introduce the students to culture that may help them to be open to learning new things in all of their classes. The painting teacher may have her student’s paint a picture of a historical event they learned about in their history class and discuss it in front of the class. The music teacher may ask the students to pick a certain song that reminds them of a book they read in their English class and explain to the class why the song reminds them of that certain book. The dance teacher might assign a dance to the students that will get them thinking of a subject to write their paper on for writing class. The possibilities are endless as to how to mix academics into the arts. 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[Fine Arts] can connect people more deeply to the world and open them to new ways of seeing, creating the foundation to forge social bonds and community cohesion,† (qtd in Smith 2). Maiers expresses, â€Å" Because fine arts education typically is not considered core curriculum or included on high-stakesRead MoreThe Importance of Funding Music and Art Programs for Young Students Across America1685 Words   |  7 Pagesand art programs in schools are perceived to many as extracurricular activities rather than important subjects that are vital to a students learning and skill development. The truth of the matter is that encouraging music and art education in public schools has a much larger impact on student’s grades, academic performance, and the economy than the majority people realize. 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Understanding Child and Young Person Development Free Essays

Unit title: Understand child and young person development Unit number: CYP Core 3 Question 4 4. 1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. It is essential that speech, language and communication delays and disorders are noticed early so the relevant interventions can be used to support the child or young person. We will write a custom essay sample on Understanding Child and Young Person Development or any similar topic only for you Order Now Answer the questions below. 1. How can observation be used to identify speech, language and communication delays? 2. What should you do if you have concerns about a child’s development of speech, language and communication skills? 3. What would be the risks if these delays were not identified? Use your answers to help you analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks in late recognition. The early years are a time for rapid learning and development in a child’s life. Language is very important to learning since it helps the child to store information in an organized way and to express the child’s thoughts. If a child has difficulty in communicating with others due to a speech and language delay or disorder the child will be at a disadvantage. The child will have many problems. The child may fail to understand instructions given by the adult and this may be interpreted as misbehaviour. For example the child has been instructed to put away the task and line up to go for the music lesson to another room at school. However the child has not understood what has to be done because of his inability to process the information. Instead the child goes and has a drink of water and takes out his lunch box. Teaching in schools is usually done through verbal description and instruction. The adult presents learning situations with the use of language or speech. Failure to understand means the child will be unable to store or use information provided. For example the child has to play a board game with three other children and so has to follow specific instructions shown by the adult according to the rules of the game. A child with language delay has limited resources for demonstrating knowledge and explaining their reasoning. For example the child wants to explain to the teacher the properties of a three dimension solid but finds it difficult to do so because of language delay. Oral language serves as a precursor to literary skills. For example the child first has to be a good communicator and then uses this skill to interact with others. Then the child uses vocabulary to understand and experience stories, songs, poems and rhymes. The child begins to enjoy reading and writing. Language ability is central to the ability to establish friendship with other children. The child has to be able to communicate and talk to his peers and form social relationships with them. For example the children use language to imagine at role play and develop social skills. There are a number of reasons why children experience difficulties and delays in speech, language and communication development. The causes may be due to ear infection where the child is unable to hear words or hear distorted sounds, or find it confusing and tiring to focus on verbal communication. The ear fluid may pose a problem for the child and sounds are muffled and not clear to the child’s hearing. The child may be experiencing specific difficulty in using their oral muscles effectively and this may affect speech. For example a child with cerebral palsy does not have much control over the mouth and the muscles around it and so cannot form the words properly. The child may say ‘b’ sound instead of ‘v’ and so the meaning of the word could be totally different-base for vase. Sometimes speech and language difficulties are passed down families. For example stammering or lisping. Problem’s during pregnancy and birth can also affect the child’s developing brain and contribute to speech and language difficulties as part of a wider developmental delay. For example a mother may experience bleeding of the placenta during pregnancy and this may affect the unborn child. The child born thus may be able to say certain sounds but not be able to speak clearly as the vocal chords may be affected or due to damage in the brain that controls language. There may be a recognised syndrome or disorder that causes language difficulty for the child and is not able to communicate with others. The child may have a lack of stimulation and support to provide the rich language experience necessary to develop speech, language and communication skills. For example at school, the setting may not have an enabling environment to stimulate the child’s different interests necessary for acquiring language. The books, music, songs and so on may not stimulate and interest the child. For most children there is no clear reason as to why there is a delay in the development of speech, language and communication skills. Therefore, an adult should never assume that the child’s speech, language and communication problems are due to hearing loss. It may be that the child is experiencing communicating difficulties that are unrelated to their hearing problems because the child may not have acquired the vocabulary necessary to express his thoughts and actions. It is important to observe the child carefully, closely and to listen to them in different situations to ensure that the teacher is clear about what their needs are, their strengths and difficulties. It is important to observe the child in a range of settings and in both structured and unstructured situations. For example the child can be observed in the classroom; playground or lunch hall and the assessor can identify the child’s needs and plan the next step for the child’s development in speech, language and communication skills. Some children who begin settings with an apparent delay in their skills quickly progress as the child experiences language rich activities. Other children who are shy take a while to develop confidence to speak and express themselves because the child may be shy or reserved by nature. The most reliable assessor will take into account the child’s views, parents’ knowledge of the child and observations from all professionals who are involved with the development of the child. Assessment should be a continuous process and over a period of time so that one can gather evidence to inform and enable appropriate and timely support and provision for the child. The assessor should never be tempted to â€Å"wait and see†. There is a â€Å"window of opportunity†: if a child’s speech, language and communication skills are similar to his peers by age 5 12years then the child is making good progress. If it is not, then the child needs support at an early stage over a period of 2 years so that the child can progress and be at the same level as his peers so it is always better to start now when the problem has been identified. The assessor will enquire about the child’s hearing and request a test if necessary. The assessor will check physiological factors affecting development like vision, cleft palate, motor difficulties. The assessor will show particular awareness and sensitivity to, the needs of a child learning English as an additional language. To encourage and develop the child’s speech, language and communication skills most effectively, the adult needs to position herself face to face as the adult plays and talks to the children. The adult needs to shift her gaze between the activity the child does and the child. For example when the child sees the face of the adult it allows the child to understand the facial expressions and the lip pattern help the child to understand words. The adult must make sure that the child is paying attention each time the adult talks to the child. For example at circle time the teacher must ensure that the child is facing her and not be distracted. The child must be able to concentrate and not play with a piece of string found on the mat. The adult must keep language simple and avoid long and complicated sentences when talking and giving instructions to the child. Long winded sentences confuse and distract the child and the child may not be able to follow. At group time the adult must make sure that the child is seeing the adult’s face. This will help the child to understand emotions and facial expressions when the child is being read a story. The adult must use gestures since this will help and encourage the child to become good communicators. Learning to listen and speak emerges out of non-verbal communication like eye contact, facial expressions and hand gestures. The adult must ensure that there is no background noise that will affect the ability of the child to hear what the adult is saying. If there is noise the child will distracted and lose interest in the lesson. The adult should have knowledge of the child’s use of a dummy at home and should discourage parents to use it because problems arise in speech and the child may not be able to speak and pronounce words clearly. Sucking habits impede progress in speech, language and communication skills since the child interacts less socially with his peers and people around the child. The movement of the tongue is restricted and the child does not talk as much if the child did not have the dummy in the mouth. The dummy should be given to the child at bedtime or when really required and not to keep the child quiet. The adult should talk at a natural pace. If the adult speaks too fast the child will not understand what is being spoken. If the adult speaks very slowly the child loses interest and attention gets diverted since the child has a short attention span. If a child is shouted at and given commands then the child’s speech gets hampered. Shouting, by the child is viewed as unpleasant and jarring to the ear and the lip pattern gets distorted. The child may develop a fear and become withdrawn and afraid in the adult’s presence. If an adult in the school setting is concerned about the speech, language and communication skills of a child then the adult must discuss it with the parents. The adult can approach the parents in a sensitive manner and say the child has a problem with these particular speech sounds and not say that they cannot understand what the child says. With permission the school can seek specialist help so that the child’s needs can be supported appropriately at the right time and right age keeping all the other factors that help towards the building of good speech, language and communication skills. If the child has a delay in speech development, the child will not understand language spoken to them. The child will develop a range of sound speech inappropriate for their age. The child will not develop use of words and sentences appropriate to their age. The child may use language inappropriately. For example saying phrases that do not make sense in context or repeating chunks of language without any meaning. The child may find it unusually difficult to follow rules or join in conversation by looking, taking turns, sharing, interest in a subject and so on. The child may show frustration and be upset and may withdraw from conversation due to non-fluency in language. Sometimes the parents are very anxious about the child’s speech and then this reflects on the child’s behaviour and development. If an adult observes that the child is non-fluent that continues more than 6 months then the adult have to take serious action and appropriate measures should be adopted because it has been seen that with extra support, the child makes good progress. Speech, language and communication difficulties are common among children. Early identification therefore prevents difficulties later on especially in talking, listening, literacy and making friends. How to cite Understanding Child and Young Person Development, Papers

Supporting Aged Communities Community Participation

Question: 1. Evaluating health care processes designed to promote continuum of care that support empowering the older age people. 2. Analysing the way that primary health care processes have adopted to empower older people. Answer: Introduction The primary health care (PHC) is the 360-degree collaborative functionality of health care providers to provide health care services as per the culture, physical environment, and the socio-political and economic structure of a particular community. This healthcare process is guided by principles that include multisectoral collaboration, equity, accessibility, community participation and empowerment (LeMone et al. 2015). In this study, a critical evaluation of primary health care processes and clear analysis of the ways that primary health care processes have adopted is performed to address the empowerment of older people in the primary healthcare services. This critical evaluation and analysis help to understand the application of primary health care principles to empower older people in health and community services. The Primary Health Care Functionality and Principles to Empower old Age Group in Health and Community Services According to Lacas Rockwood (2012), the functionality of primary health care depends on five guiding principles that structure the complete processes, procedures and working in this healthcare sector. These five principles are accessibility, public participation, health promotion, use of technology and intersectoral collaboration. Each and every kind of process developed in PHC system depends on either one or more of these guiding principles. De Maeseneer et al. (2011) studied that primary health care concerns to empower aged group services involve care continuity, providing clinical community services, supporting self-management, education, integrating illness prevention, promoting health and community care development with primary health care approaches. All these processes are shaped as per the guiding principles of PHC. However, Lacas Rockwood (2012) indicated that random and unexpected changes like population demographics, more chronic illnesses, increased healthcare demand and lack of health awareness lead to a depreciation in primary health care services implemented for the old age group. Morley et al. (2013) studied the rationale provided by WHO to empower old age group services in primary health care at the universal level. This rationale indicates there is around 600 million old age people (above 60 years) globally that will accelerate to double by 2025. Till that time every single aged person will face certain chronic health conditions. Therefore, the increasing demands of old age public health care implement the requirement to address the demographic trends and empower healthcare services for the old age group. The PHC services are very effective means to promote and support quality healthcare at local and community level. Smith et al. (2012) studied that primary health care centres are most effective, accessible and workable sources for old age people to gather health recovery. These are principle vehicles to deliver effective old age health care services at the community as well as local level. These PHC centres acquire and implement different approaches or processes that specifically address the health care needs of old age group. These approaches function by adopting certain specific strategies and ways to empower old age group healthcare by providing special care, attention and service delivery. The report critically analysis the existing PHC processes and ways that enhance PHC functionality to address old age empowerment in the community and local healthcare services. 1. According to Beard Bloom (2015), one of the most outstanding and effective primary healthcare processes is the development of age-friendly primary health care. This process is the application of public participation and intersectoral collaboration principles of PHC to deliver old age care empowerment. This process will enable autonomy, combat ageism and support aged health policies at all levels as per WHO. Along with the biological factors, the environmental factors also helps to enhance physical and mental well-being. Therefore, the age-friendly environment provides a specifically determined primary health care ways that work to induce a friendly environment for this age group empowering their healthcare processes (Blas Kurup, 2010). Clegg et al. (2013) studied that age-friendly process in PHC works to improve professional training and education, specific PHC management system for old age group and making healthcare accessibility easier for old age to enhance empowerment. Petterson et al. (2012) studied that 90% of Australian primary healthcare system in response to changing demographics, disabilities of old age and lack of accessibility, have adopted residential aged care assessment and services process to support old age health care empowerment. This process highly addresses the health promotion and accessibility principles of PHC where residential health care is facilitated to comfort and empower the old age vulnerable unable to access the PHC facilities. These residential services are meant to overrule the accessibility issue PHC services for old age people. This process delivers independent living, self-management, comfortable healthcare and specific attention for the old age group of community or local area. Huntley et al. (2012) studied that Victorian aged care centres adopt the agenda of residential care to improve quality and accessibility of PHC service delivery to old age vulnerable. Another PHC process studied by Smith et al. (2012) is an older people acute assessment and management unit in PHC centres. This process is application of accessibility, use of technology and intersectoral collaboration PHC principles in healthcare. This unit functions to improve onsite complex care, ensures safety and provide discharge options like community, home transition care packages to old age group. This process in considered collaboration of multidisciplinary assessment, tailored treatment and consultation care planning processes. The unit established in primary care centres works to manage both patient and organization outcomes. Lacas Rockwood (2012) studied one similar process adopted by Australian Department of Health known as Health assessment for people aged 75 years and older. This process provides a structured process to access the health issues specifically for the old age group. The assessment tools and techniques are designed as per old age health assessment requir ements. Therefore, this process empowers old age care maintenance by determining their physical, functional social and psychological issues of health. Bostock Steptoe (2012) studied another process to provide effective primary health care for old age group is the improvement in safety, performance and accountability. This PHC process is the application of public participation, intersectoral collaboration and health promotion principles. This process functions a framework developed to deliver quick GP services assessment, coordinative healthcare working and prevention of health risk. There are different strategies involves in developing this strong framework to provide quality and safety for old age in PHC environment. The Australian Capital territory primary health care framework involves this process as a very important part to establish quality and safety. 2. The primary health care processes depend on different ways or strategies that help the professional to attain the vision of their particular PHC improvement empowering healthcare for old age. Beard Bloom (2015) studied the ways adopted to deliver age-friendly PHC environment benefiting old age group. There are three key themes of this process that are manipulating the attitudes of professionals, adapting PHC management and making easier accessibility. In the very first theme, the attitude is modified with training and education to change the disrespectful, dismissive, ignorant and careless treatment attitude of professionals. For PHC management strategy to overcome gender issue and language hindrance are managed with effective communication. The health literacy, efficient resources, cost management and minimising waiting times were ways adopted to deliver easier accessibility in PHC scenario. Lacas Rockwood (2012) studied that special consultation services, continuity of care an d changing the physical environment for old people also support age-friendly primary health care. According to Petterson et al. (2012), residential aged care assessment and services are service options provided by PHC that helps to address the special care needs of old age group. The strategies for this process involve provider-user partnership, education, self-management and self-care. The provider-user partnership helps to deliver collaborative and integrated health care beneficial for both users as well as providers. In this partnership sharing to responsibility is the major process that delivers self-management. The strategy of education helps the professional in delivering effective knowledge to the patient that is beneficial for their health. Further, self-management and care are part of education where the vulnerable is taught the ways to manage their own health in an effective manner. In this manner, residential aged care delivers old age empowerment in health care. Smith et al. (2012) studied the ways adopted to address the process of the assessment and management unit in PHC centres. The strategy was to perform assessment of patient medication, patient continence, patient immunisation, physical function, psychological function and patient social function. This overall assessment strategy helps to understand the overall health condition, nutrition status, social activities, oral health and dentition for the old age group. This process uses the most recent technologies like electronic data, e-prescriptions, medical records etc. to manage the care process. This assessment process is a detailed one specifically designed for 75 years and above patients to address empowerment and quality PHC services. According to Bostock Steptoe (2012) for quality, performance, safety and accountability betterment process in PHC services involves various action areas that promote quality and safety for the old age group. The very first action involves following national authorities, policies and regulations provided for the old age group to establish performance in primary health care. The second action is to implement or manipulate organization infrastructure as per the requirements of old age patient or provide special care zones in the organization for old age group patients. The next action or strategy is to promote innovation and research related to old age treatment and care. Further, the action involves effective processes to monitor and evaluate the health and well-being outcomes to establish quality in healthcare of old age people (Berwick, 2010). Conclusion The contemporary processes of primary healthcare of elder people are completely involved in addressing the principles and vision of effective health care in coming future. Some of the most justified processes that address the PHC principles application in healthcare scenario and are helpful in empowering old people healthcare are, the age-friendly environment, residential aged care, assessment and management unit for elders and improving safety, quality, performance and accountability in PHC functionality. The ways or strategies that are helpful in delivering effective processes involve education, staff training, proper management, professionalism, and much more. These ways for each specific process are evaluated in the report indicating that these processes persist a promising approach of providing good healthcare for older people in primary health care. With the use of such effectual processes, it would be easier to manage the increasing older health demands in coming future global ly. References Books Berwick, D. M. (2010).Escape fire: designs for the future of health care. John Wiley Sons. Blas, E., Kurup, A. S. (2010).Equity, social determinants and public health programmes. World Health Organization. LeMone, P., Burke, K., Dwyer, T., Levett-Jones, T., Moxham, L., Reid-Searl, K. (2015).Medical-surgical nursing. Pearson Higher Education AU. Journals Beard, J. R., Bloom, D. E. (2015). Towards a comprehensive public health response to population ageing.Lancet (London, England),385(9968), 658-661. Bostock, S., Steptoe, A. (2012). Association between low functional health literacy and mortality in older adults: longitudinal cohort study.Bmj,344, e1602. Clegg, A., Young, J., Iliffe, S., Rikkert, M. O., Rockwood, K. (2013). Frailty in elderly people.The Lancet,381(9868), 752-762. De Maeseneer, J., Willems, S., De Sutter, A., Van de Geuchte, I., Billings, M. (2011). Primary health care as a strategy for achieving equitable care. Health Systems Knowledge Network of the World Health Organizations Commission on Social Determinants of Health. Huntley, A. L., Johnson, R., Purdy, S., Valderas, J. M., Salisbury, C. (2012). Measures of multimorbidity and morbidity burden for use in primary care and community settings: a systematic review and guide.The Annals of Family Medicine,10(2), 134-141. Lacas, A., Rockwood, K. (2012). Frailty in primary care: a review of its conceptualization and implications for practice.BMC medicine,10(1), 1. Morley, J. E., Vellas, B., van Kan, G. A., Anker, S. D., Bauer, J. M., Bernabei, R., ... Fried, L. P. (2013). Frailty consensus: a call to action.Journal of the American Medical Directors Association,14(6), 392-397. Petterson, S. M., Liaw, W. R., Phillips, R. L., Rabin, D. L., Meyers, D. S., Bazemore, A. W. (2012). Projecting US primary care physician workforce needs: 2010-2025.The Annals of Family Medicine,10(6), 503-509. Smith, S. M., Soubhi, H., Fortin, M., Hudon, C., ODowd, T. (2012). Managing patients with multimorbidity: systematic review of interventions in primary care and community settings.