Week 2 Journal 1: Palliative and Hospice Care: An Approach to Health Promotion
Week 2 Journal 1 Palliative and Hospice Care An Approach to Health Promotion
Week 2 Journal 1: Palliative and Hospice Care: An Approach to Health Promotion
Value: 100 points
Due: Day 7
Grading Category: Journals
In this course, we consider vulnerable populations and Health Promotion and Disease Prevention standards. We look at content through the lens of pediatrics, women’s health, adults, mental health, and the elderly. Having just completed exercises related to the five levels of prevention in Week 1, consider what you have learned and how to apply Quaternary Prevention. Watch the following video and write a one-page journal submission regarding your thoughts about the use of palliative and hospice care as an option for health promotion. In your journal submission, you must demonstrate an understanding of each, palliative and hospice care, as they are not the same. In what scenario(s) might this be applicable? Have you ever thought about palliative and hospice care promoting health? Why or why not?
You may journal in first person, and this assignment does not require references as it is your thoughts. However, be sure to review the rubric, as a minimum of one reference is required to be considered exemplary work. If you choose to use quotes or citable material, you are expected to follow APA formatting
Please refer to the Grading Rubric for details on how this activity will be graded.
Posting Your Journal Entry:
- Select Start or Edit My Journal Entry.
- Create your journal entry.
- Select Save Changes .
Palliative and Hospice
A lot of times when palliative or hospice is mentioned to patients and their families, all they think about is death. All they get out of these services is that their loved one will be dead in the next few weeks if not days. So, half the time, patients and their families are not receptive of these services. I have witnessed situations where families have agreed to try hospice and went ahead and signed up and started the services for their loved one but wanted to pull out when their family member was just a few hours from dying. They called for a meeting with the hospice agency so that they could tell them of their decision to terminate services, but unfortunately, by the time everyone gathered, the patient was dead. In this situation I felt that the family thought hospice would help sustain life for their loved before they understood that hospice was only trying to keep him comfortable and pain free as much as possible. I think that as providers, we are trying to explain these two services to clients but for some patients or families, they believe these services to be a death trap wanting to take their people sooner to the grave. And then we have other families that are just in denial and are making unrealistic demands. One of the patient’s children in the mentioned case above demanded that his father continues to get his vitamin supplements even when he could not swallow anything anymore. All explanations fell on deaf ears, and he attempted to administer them himself.
Palliative care and hospice care are two different services although people seem to think that they are the same. Palliative care is a service that a patient can receive regardless of their diagnosis, terminal or not. And with this service, patient continues with their curative treatment and continues to see their physicians (Nicotra et al., 2020). This service helps clients to maintain and maximize their quality of life.
On the other hand, hospice is service rendered to the terminally ill and the patients are usually given a time frame till they pass on. Hospice provides care and comfort measures through pain management mostly. They will have aides come in to take care of the patients. It does not necessarily mean that the patient will be dying very soon, it could be that the patient needs more assistance with things like managing pain. I have a patient with cancer who is using hospice services to help him keep his pain under control. His cancer has metastasized so his pain is unbearable, but hospice is doing all they can to help manage his discomfort. What I like about hospice is that if the patient lives on past his/her estimated time of passing, his services are re-evaluated.
I think as providers, we should continue to understand and explain the difference between these two services to clients and their families. Having these two mixed up deters clients from enrolling in these services because they are afraid that they are both leading to them dying, instead of seeing the benefits of both.
References
Nicotra, C., Barnes, M., Macchio, P., Le, T.-H., Kumar, V., Haggerty, G., De Elia, C., & Kaell, A. (2020). Educating internal MEDICINE residents on Palliative medicine and hospice care at a community teaching hospital. American Journal of Hospice and Palliative Medicine®, 38(7), 741–744. https://doi.org/10.1177/1049909120979179
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Journal Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
| Criteria | Exemplary Exceeds Expectations |
Advanced Meets Expectations |
Intermediate Needs Improvement |
Novice Inadequate |
Total Points |
|---|---|---|---|---|---|
| Focus and Content | In addition to self-reflection, the journal components are provided along with clear examples supported by course content and references that speak to how the journal content relates to the questions posed within the assignment.
Cites one or more references. All instruction requirements noted. 45 points |
Components of the journal are topic focused and accurately and thoroughly presented via self-reflective explanations and application of knowledge to personal and/or professional life.
All instruction requirements noted. 40 points |
Components of the journal are summarized with minimal self-reflection or application to personal or professional life.
Synthesis of course content is present but missing depth and/or development. Missing some instruction requirements. 35 points |
Course content is present but there is no self-reflection noted within the journal.
Demonstrates incomplete understanding of content and/or inadequate preparation. Missing several instruction requirements. Submits assignment late. 31 points |
45 |
| Application of Knowledge through Critical Thinking | Critical analysis is supported with information from scholarly resource(s), offering new insight into the context of the assignment.
Student indicates how the experience will have an impact on their professional practice. All instruction requirements noted. 45 points |
The journal submission presents findings and knowledge gained from the assignment. An obvious link between the assignment and nursing is noted.
Submission provides clarification of the assignment by answering all posed questions. All instruction requirements noted. 40 points |
Journal content may be confusing, unclear, or incomplete–lacking clarification or new information.
The student alluded to a practice application, but the information provided was not clear. Not all questions posed are addressed. Missing some instruction requirements. 35 points |
Submission is primarily a summation of the assignment without further synthesis or analysis of course content.
Application of knowledge is limited, with no direct application to clinical practice discussed. Demonstrates incomplete understanding of content and/or inadequate preparation. More than one question posed is not addressed. Missing several instruction requirements. Submits assignment late. 31 points |
45 |
| Organization | Well-organized content with a clear and complex purpose statement and argument content. Writing is concise with a logical flow of ideas.
5 points |
Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.
4 points |
Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted. 3 points |
Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points |
5 |
| APA Referencing, Grammar, and Spelling | Correct applicable APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). There are no spelling, punctuation, or word-usage errors. 5 points |
The writer demonstrates correct usage of formal English language in sentence construction.
There are minimal to no grammar, punctuation, or word-usage errors. 4 points |
The writer occasionally uses awkward sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar.
Multiple grammar, punctuation, or word usage errors. 3 points |
The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.
Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points |
5 |
| Total Points | 100 | ||||