Nursing Fundamentals Module 1: Introduction to Health and Gerontology PDF

BNUR1900 Nursing Fundamentals Module 1: Introduction to Health and Gerontology Thursday September 12, 2024 Karin Zekveld Learning Objectives During this module, students will: Develop insight into the demographics of health for people in their age...

BNUR1900 Nursing Fundamentals Module 1: Introduction to Health and Gerontology Thursday September 12, 2024 Karin Zekveld Learning Objectives During this module, students will: Develop insight into the demographics of health for people in their age group Develop insight into the trends in the area of health and healthy living Consider the impact on health of various social determinants of health Examine healthy perspectives of the following domains: physical, social, emotional, spiritual, and cognitive Develop an understanding of the value of incorporating prevention and health promotion into their life  1.22 Incorporates knowledge from nursing science, social sciences, humanities, and health-related research into plans of care. CNO Entry to 4.1 Demonstrates collaborative professional Practice relationships. Competencies 6.6 Demonstrates self-awareness through reflective practice and solicitation of feedback. Plan Discuss the concept of health Activity Break Discuss aging and healthy aging Small group discussions What does health mean to you? Think Pair Share Health Objective process characterized by functional stability, balance, and integrity “a state of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity” (WHO, 1947) “the extent to which an individual or group is able, on the one hand, to realize aspirations and satisfy needs; and, on the other hand, to change or cope with the environment. Health is, therefore, seen as a resource for everyday life, not the objective of living; it is a positive concept emphasizing social and personal resources, as well as physical capacities” (WHO, 1984) (Potter & Perry, 2024) Nursing Metaparadigm  A subjective experience or state of being A state of health that is optimal for a person at any particular point in time Includes physical, psychological, spiritual, Wellness social, and economic well-being “The fulfillment of one’s role expectations in the family, community, place of worship, workplace, and other settings” (Smith et al., 2006) Perceptions of well-being can define quality of life (Boscart et al., 2023) Disease An objective state of ill health, the pathological process of which can be detected by medical science Illness A subjective experience of loss of health Classifications of Health Conceptualizations Health as stability The maintenance of physiological, functional, and social norms, and encompasses views of health as a state, as a process, as adaptation, and as homeostasis Health as actualization The actualization of human potential. Within this concept, the terms health and wellness are often used interchangeably Healthy as actualization The realization of human potential through goal-directed behaviour, and stability competent self-care, and satisfying relationships with others, while adapting to meet the demands of everyday life and maintain harmony with the social and physical environments Health as resource Includes capacities to fulfill roles, meet demands, and engage in the activities of daily life (originally emerged in the Ottawa Charter for Health Promotion) Health as unity Reflecting the whole person as process and is synonymous with self- transcendence or actualization (Potter & Perry, 2024) Dimensions of Health and Well-Being Feeling vitalized and full of energy Having satisfying social relationships Having a feeling of control over one’s life and living conditions Being able to do things that one enjoys Having a sense of purpose Feeling connected to community (Potter & Perry, 2024) Three Approaches to Health in Canada Medical Behavioural Socioenvironmental Medical Approach to Health A stability orientation to health Thought that medical intervention restores health Health problems defined primarily as physiological risk factors Focus on treatment of disease Downstream thinking approach Less focus on health promotion and disease prevention (Potter & Perry, 2024)  Lalonde report: A New Perspective on the Health of Canadians (1974) resulted in a shift from a medical to Behavioural behavioural approach to health Defined health determinants as lifestyle, Approach to environment, human biology, and the organization of health care (health field concept) Health Lifestyle behaviours contribute to chronic diseases and injuries Places responsibility for health on the individuals – focuses on health promotion strategies like education and social marketing (Potter & Perry, 2024)  Shift to the notion that health-related behaviours could not be separated from social contexts (environments) Health is inextricably linked to social structures (e.g., poverty, air pollution, poor water quality, workplace hazards) Socioenvironmental Responsibility of health on society, not Approach to Health just individuals Upstream thinking (policy interventions) Health disparities and inequities (Potter & Perry, 2024) Social Determinants of Health Income and Social Safety Unemployment Employment Income Network, social Education and Job and Working Distribution exclusion Security Conditions Early Childhood Food Insecurity Housing Health Services Gender Development Indigenous Culture, Race Disability Status Racism (Potter & Perry, 2024)  Let’s get moving Find your group Answer the following questions: What is your assigned Determinant of health? Explain it to the class What do you remember from your readings? You can also use your textbook (if you have an e-copy) or go to google to refresh Provide an example of what this would look like for someone who is impacted by this determinant How does an individual overcome this? Disease Prevention Health Promotion Strategies Build Create Strengthen Develop Reorient Build Create Strengthen Develop Reorient health supportive community personal health public environment action skills services policy s Principles of Primary Health Care Accessibility: availability of health services to all Canadians regardless of age or geographic location Health promotion: process of enabling people to increase control over and improve their health (addresses the DoH) Public participation: having people being active participants in making decisions about their health care and health of their communities Interprofessional, interdisciplinary, and intersectoral collaboration: people working across professions and sectors to deliver the necessary care to address health and the DoH Use of appropriate skills and technology: methods of care, service delivery, procedures, equipment that are socially acceptable and affordable (Boscart et al., 2023) Population Health Promotion Model Who? What? How? 25 Break  Gerontology: The care of older persons Canada, and the world, have an aging population What are the issues with grouping all ‘older persons’ into the same category? Aging and Life is likely very different for those at 60, 70, 80, 90 Health In Canada, those over 65 are often called ‘seniors’ You may also hear the term ‘older adult’ or ‘older person’ An Indigenous person over 65 is often referred to as an ‘elder’ (Potter & Perry, 2024)  Patient-centered care Understanding the factors influencing health and health care in aging Aging and Health Ageism Care Attitudes, interest, experience, and confidence of students and HCPs Thinking back to the article you read, and knowing that our population is aging, how do we change the attitudes and interest of students and health care providers in caring for older adults? (Jackson et al., 2017) Factors Social Associated Environmental with Cultural ‘Successful Spiritual Healthy Psychological Aging’ Biological (Boscart et al., 2023)  Nurses play a key role in helping older people to achieve their optimal level of wellness Health Nurses have the knowledge to provide Promotion support, education, and empower older persons to strive for wellness and Aging Nurses have the skills to conduct comprehensive assessments and collaborate with older people and their families to develop person-centered plans of care Large Group What do you consider to be the three most important health problems facing Discussion Canadians today? What are the major determinants of these problems? Which health promotion strategies would you consider the most appropriate to address them? For Consideration Between this class and the next scheduled class, consider the following: Reflect on Canada’s current health care system in relation to the COVID- 19 pandemic; how might this influence your nursing practice? Consider your first clinical placement that will occur during the last six weeks of the semester where most patients will be older adults. Consider your comfort level in working with older adults, many of whom will have some health concerns. What changes may create challenges for your interactions with patients? What can you do to prepare yourself for caring for the patients you are assigned to?  Gibbs Reflective Cycle  A detailed description of the situation What happened? When and where did it happen? Who was present? Stage 1: What did you and the other people do? Description What was the outcome of the situation? Why were you there? What did you want to happen?  Stage 2: Feelings Exploration of the thoughts and feelings during the experience and how they may have impacted the experience What were you feeling during the situation? What were you feeling before and after the situation? What do you think other people feel about the situation now? What do you think about the situation now?  Stage 3: Evaluation Evaluate what worked and what did not work in the situation (trying to be as objective as possible) Focus on the positive and negative aspects of the situation What was good and bad about the experience? What went well? What did not go well? What did you and other people contribute to the situation (positively or negatively)?  Step 4: Analysis An opportunity to make sense of what happened – looking for meaning in the situation What did things go well? Why didn’t things go well? What sense can I make of the situation? What knowledge – my own or others – can help me understand the situation (look to the literature)?  Stage 5: Conclusions Make conclusions about what happened Summarize learning and highlight what could improve the outcome in the future (Look to the literature) What did I learn from this situation? How could this have been a more positive situation for everyone involved? What skills do I need to develop for me to handle a situation like this better? What else could I have done?  Stage 6: Action Plan Plan for what you would do differently in a similar/related situation in the future Plan not only what you would do differently, but how you would do it differently If I had to do the same thing again, what would I do differently? How will I develop the required skills I need? How can I make sure that I can act differently next time? Assignment 1 – DUE Sunday Sept 22 by 23:59 Format: a written reflective paper  The cover/title page will be prepared in APA format  The paper will be written using proper spelling and grammar  The paper should be written in first person  The paper will be written by the student without the assistance of AI. A use of AI statement is required in the reference list  Length: a maximum of 2 pages double spaced (4 including the cover/title page and reference page) The student will consider an event or incident that occurred recently in their life related to the health of an individual they interacted with. The student may not have reflected on this incident at the time, however based on the concepts and theories discussed in class, and their understanding of what health means to them, they will reflect on this incident/event using Gibbs reflective cycle. This is an opportunity for the student to apply Gibbs reflective cycle and to develop initial scholarly writing skills. Assignment 1 The paper will include:  A brief introduction o A ‘hook’ sentence/statement to capture the reader’s attention and interest o An overview of what will be discussed in the paper/statement of purpose (e.g., in this paper I will reflect on….)  A short paragraph addressing each step of Gibbs reflective cycle (description, feeling, evaluation, analysis, conclusion, action plan), reflecting upon the meaning of health personally and professionally (as a nursing student) (e.g., reflect on the descriptions/definitions of health discussed in class, this may include wellness, quality of life, illness, etc.). Look at how your new understanding of the meaning of health applies to the event you have described as either a fit or non-fit. o Reflect on what the concept of health means to you personally and/or professionally as a nursing student o How will your current definition or understanding of health impact your practice and how you care for others  A brief conclusion summarizing the key points of the paper Assignment 1 – Rubric (see blackboard for fullCriteria rubric) Exceeds Expectations Introduction 4-5 /5 The introduction captures the reader’s attention with a compelling hook, provides a clear and concise overview of what will be discussed, and sets a strong tone for the paper. Description 4-5 /5 The description of the event is succinct, well-organized, and vividly conveys the situation related to the health of an individual. The student demonstrates a deep understanding of the event’s context and it is relevant to the assignment. Assignment 1 – Rubric Criteria Exceeds Expectations Feelings 8-10 /10 The student provides a deep, honest, and insightful reflection on their feelings and thoughts related to their understanding of health at the time of the event. This demonstrates emotional intelligence and self-awareness. Evaluation 4-5 /5 The student provides a balanced and insightful evaluation of their own actions and inactions, clearly identifying what was good or less good about their experience of the event. Assignment 1 – Rubric Criteria Exceeds Expectations Analysis 24-30 /30 The analysis is thorough, with a clear breakdown of the situation and deep connection to the student’s understanding of health now that they are in the BScN program. At least one recent scholarly reference is used to support the student’s new/updated understanding of health. The student demonstrates critical thinking and reflection. Conclusion 16-20 /20 The student discusses realistic and thoughtful alternatives to their action or inaction during the event, supported by at least one relevant scholarly reference. They demonstrate a clear understanding of what could have been done differently. Assignment 1 – Rubric Criteria Exceeds Expectations Action Plan 16-20 /20 The action plan is detailed, realistic, and demonstrates a strong understanding of how to handle similar situations in the future. The student identifies specific strategies and learning gaps. The reflection on the concept of health is profound and clearly articulates how the student’s understanding of health will impact their practice and care for others. Concluding 4-5 Paragraph The conclusion effectively summarizes the key points of the paper, reinforcing the /5 reflection and analysis presented. No new information is introduced. Questions