Health Disparities Diabetes

You must also respond to one of your classmates’ posts prior to Saturday night at 11:59 pm. For follow up posts, you want to add something new to what was already posted (find a case study on the topic and summarize the findings, find a research study and share the statistical findings with the class. Provide a real world example of the topic to the class, etc). The post should be at least 250 words.

• What is meant by “healthcare disparity“? Describe a healthcare disparity in your community associated with patients who have special healthcare needs. Find a resource that is focused on mitigating or eliminating that disparity. Provide a brief description of the resource. How would you improve resources?

Health Disparities Diabetes

Healthcare disparities or inequalities are the differences in health that are avoidable and unjust (Shi 251). Populations that suffer health disparities are often referred to as vulnerable populations or America’s underclass. Individuals in vulnerable populations are more likely to experience poor health conditions, as well as poor psychological and social health. Some of the reasons for vulnerable populations can include differences in social, economic. And health conditions. Some of the basic characteristics of vulnerable populations include race, gender, urban vs rural, and illnesses. These are the most common causes of healthcare disparities in the United States. In Atlanta, one disparity I want to focus on is diabetes between African-Americans and whites.

In the city of Atlanta, African-Americans make up more than half of the population. However, one study showed that black people have a higher diabetes mortality rate, 31.22 per 100,000, than white people, 15.38 per 100,000 (Rosenstock 876). The cause of this disparity is more on a national level than a city level because overall in the United States and the state of Georgia, blacks are more likely to be diagnosed and possibly die from diabetes as compared to white people.

Health Disparities Diabetes

One of the possible causes is a lack of access to preventative care due to financial reasons. A second reason can be the misspending of funds. It’s estimated that Atlanta spends $11 billion a year on healthcare, but it gets used to help people who have to go to emergency rooms because they can’t see a primary doctor or seek treatment (Anderson 2018). Luckily, there are resources to help with this disparity.

One program, in particular, I’d like to focus on is the CDC-led National Diabetes Prevention Program (DDP). This program was created in 2010 and its main goal is to deliver lifestyle changes at an affordable rate to people who are at risk or developed prediabetes. In the state of Georgia, it’s estimated that 217,000 people know they have diabetes, while 108,000 might not be aware they have it. This program encourages diet and physical life changes that can help reduce the risk of developing type 2 diabetes by up to 58%. It also allows those in vulnerable populations to join at a reduced price. The only way I can see improving this program would be to increase funding so the program can spread out to all of Georgia.

References

Anderson, V. (2018, April 4). Atlanta struggles to FULFILL Mlk’s legacy in health care. https://www.npr.org/sections/health-shots/2018/04/04/599253766/atlanta-struggles-to-fulfill-mlks-legacy-in-health-care.

Centers for Disease Control and Prevention. (2019, April 15). Addressing Health Disparities in Diabetes. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/disparities.html.

Diabetes. Georgia Department of Community Health. (n.d.). https://dch.georgia.gov/diabetes#:~:text=Diabetes%20is%20nearly%20twice%20as,of%20diabetes%20in%20the%20world.

Rosenstock, S., Whitman, S., West, J. F., & Balkin, M. (2014). Racial disparities in diabetes mortality in the 50 most populous US cities. Journal of Urban Health : Bulletin of the New York Academy of Medicine, 91(5), 873–885. https://doi.org/10.1007/s11524-013-9861-4

Shi, L. (2018). Essentials of the U.S. Health Care System. [VitalSource Bookshelf]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781284174144/

SCENARIO

Imagine you are the CEO of a health care organization. You would like to implement a patient-centric health information management system (HIMS) within the organization. This system needs to take into consideration health care costs and safety. You need your executive team on board to ensure successful implementation of this patient-centric health care technology information system. You plan to present a detailed report to your management team about the patient-centric approach. Its benefits and challenges, and why your organization needs to embrace this approach.

INSTRUCTIONS

You will write a 5–6 page research report in which you address the following:

1. Taking into consideration patient safety and health care costs, explain why a patient-centric approach is important in today’s health care system along with the challenges involved in implementation. Provide specific examples to justify your reasoning.
2. Analyze the benefits derived by health care organizations that practice a patient-centric approach. Stating their unique characteristics. Provide at least two examples to support your ideas.
3. Identify two examples of a patient-centric health care practice and propose three ways patient-centric technology could increase patient access to quality health care.
4. Suggest three ways that HIMS can improve the patient experience within a health care organization or with a health care provider.
5. Predict three ways you would use patient-centric health care practice principles to improve quality care measures within your organization.
6. Go to Basic Search: Strayer University Online Library to find four recent (within the last five years) quality academic resources for this assignment. Note: Wikipedia and other websites do not qualify as quality academic resources.

The specific course learning outcome associated with this assignment is:

• Propose how patient-centric health care practices and technology and a HIMS can improve health care.

In this first assessment you will begin your exploration of the structure of medical terminology. The first step is to review how to build a medical term. Then you will examine the skin and musculoskeletal systems; in particular, we will focus on the diagnosis and treatment of the integumentary, or skin system. The skin is the largest organ of the body with a total area of about 20 square feet. The skin protects us from microbes and the elements, helps regulate body temperature, and permits the sensations of touch, heat, and cold. Your suggested resources address the three layers of skin, skin conditions, diseases, treatment, and diagnostic studies.In the assessment, you will review a progress note. This is a common document found in a health care record in doctors’ offices and hospitals. You will then translate the medical terms in the progress note into common terms.

DEMONSTRATION OF PROFICIENCY

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 2: Use medical terminology and abbreviations related to general structures and functions of the human body.
  • Identify medical terms related to general structures and functions of the human body correctly.
  • Translate medical terms related to general structures and functions of the human body into common terms correctly.
• Competency 3: Use medical terminology and abbreviations related to body systems.
  • Identify medical terms related to body systems correctly.
  • Translate medical terms related to body systems into common terms correctly.
• Competency 6: Spell and pronounce basic medical terms.
  • Spell medical and common terms correctly.
• Competency 7: Communicate in a professional manner.
  • Provide citations and references in APA style.

INSTRUCTIONS

Review the progress note below, including the subjective and objective notations. Next, download the Skin Progress Note Template [DOCX] and complete all of the following on the template:

• Select 15 medical terms from the progress note.
• Translate the 15 selected medical terms into commonly used terms.
• Spell the 15 medical and common terms correctly.
• Cite in correct APA style the references you used to perform your translation. Click APA Style and Format for additional guidance on how to ensure your citations and references conform to APA guidelines.

Skin Progress Note

Subjective: The patient is a 49-year-old female who comes in with the complaint of having bumps on her arms. She states some of the bumps have been there a long time. Recently the bumps have been increasing in number and size. She was last seen about two years ago for eczema, at which time she did not have these bumps. The bumps are not itchy or painful.Objective: Very pleasant, alert, and oriented x3 female in no apparent distress. A full integumentary exam of the upper extremities was performed today. The left radial aspect demonstrated erythematous macules. The right ulnar aspect demonstrated actinic keratosis. Bilateral hands appeared dry with linear excoriation and fissuring of her fingertips. Bilateral upper arms demonstrated superficial and deep masses. Deep subcutaneous masses are mobile and may represent lipomas. Superficial masses appear to be sebaceous cysts.Assessment and Plan:

1. Actinic keratosis of the right ulnar aspect was treated with liquid nitrogen.
2. Possible lipomas: Schedule surgical biopsy of larger masses.
3. Sebaceous cysts: Punch biopsy performed today; await pathology report. Apply Neosporin to biopsy site.
4. Continue Cortisone 10 intensive cream for eczema.

Post Part 1

Select two (2) NHES #1 indicators from either Grades 3-5, 6-8, or 9-12 (To get to the standards and indicators, go to the CDC’s NHES website and click on the appropriate standard.) Discuss why you think these two indicators are important in regards to the health and wellness of emerging adolescents. When writing your response, consider the standard’s rationale (above), as well as the school, community, and adolescent health profile you completed. Support your opinion with personal experiences, a current news event, or facts/statistics. (If citing a current news event or facts/statistics, cite your source in APA format.)

Post Part 2

Next, identify a lesson on the KidsHealth in the Classroom website that complements at least one of your selected NHES 1 indicators. To get to the lessons, click on one of the Teacher Guide’s associated with your selected grade group. Then, review any of the lessons available within these three areas: Human Body, Health Problems, or Personal Health. Once you open one of these, you’ll need to choose a subtopic and teacher guide. [Note: I’m having you use this website so you can use it as a resource in the future.]

In your post, identify the specific NHES 1 indicator with which the lesson aligns and the lesson’s topic. Next, describe, in your own words, one of the lesson activities you think supports students’ development of your chosen indicator. Cite the text to support your ideas. Here is an example of an in-text citation (Benes & Alperin, 2016, p. 37). No reference list is needed.