Compliance in Healthcare Discussion Study Paper
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Compliance in Healthcare Discussion Study Paper
Need help with my Health & Medical question – I’m studying for my class.
So far we have concentrated our efforts on compliance program in large healthcare facilities (Hospital). Pick two other types of healthcare
facilities (use any available references), and describe the facilities and how compliance programs differ from a hospital setting.
Disaster Mental Health Discussion Response
From your reading, what is an example of how psychological distress either WAS mitigated or COULD HAVE been better mitigated via the use of effective risk communication from public officials?
One good example of how psychological distress could have been better mitigated by using effective risk communication from public officials is
the CDC spokesmen’s response to the Anthrax. The response involved inconvenience messages, and the tremendous number of spokespersons
of the CDC is also questionable. A message control began almost immediately when Secretary Tommy Thompson, responsible for the CDC as
part of his Cabinet assignment, inferred Stevens’ death was his fault by publicly speculating that Stevens, an avid outdoorsman, “apparently drank
from a stream while in North Carolina, a state known for hog farming and its associated waste.” Seven days later, CDC erroneously reported, “This
appears to be a local and isolated exposure focused in one building” . The very next day, a CDC press release announced that Erin O’Connor,
working in New York City’s Rockefeller Plaza, had developed cutaneous Anthrax after opening a letter laced with anthrax spores. Also, public
officials’ telebriefings and corresponding print media coverage of the anthrax crisis reveal the use of multiple spokespersons and poor message
control. This resulted in a seemingly fragmented CDC message and apparent loss of CDC credibility.
Name a success of risk communication, if you can locate one, and alternatively, name a failure of effective risk communication (and why it was deemed a failure).
The communication of radiological accidents after the occurrence of a nuclear disaster in 1979 at TMI was a failure of effective risk
communication from whereby the report to the government from the nuclear industry was delayed. This caused fear and confusion among the
public leading to a lot of evacuations than the issued official advisory on evacuation. The nuclear accident was also initially underestimated.
What lessons about effective risk communication will you carry forward in your career in emergency management?
I believe that developing a plan for risk and emergency communication is a must and will help me as an emergency manager to ensure establishing clear communication lines with other organizations, leaders, and communicators. Also, I believe it is necessary to collaborate with public officials.
Please note any other lessons that you would want to make sure to share with current and future colleagues
One thing I would share is that it is necessary to dispel rumors quickly. If left unaddressed, rumors have the potential to weaken trust in official
entities and decrease the effectiveness of response measures taken by people. Take wearing the mask as an example. A lesson learned from the
current Pandemic COVID 19 is how many people around the world no longer wanted to wear masks and concluded that the virus is fake. Many
people thought that if the virus was real, why would the politicians themselves not wear masks. On the other flip of the coin, the CDC responded
well to defeat against rumors on how the virus spread. Some people thought the infection could spread via food, mail packages, and mosquito
Eichelberger, L. (2007). SARS and New York’s Chinatown: The politics of risk and blame during an epidemic of fear. Social Science & Medicine 65. 1284–1295. doi:10.1016/j.socscimed.2007.04.022
O’Neill, K. Calia, J. Chess, C. Clarke, L. (2007). Miscommunication during the Anthrax attacks: How events reveal organizational failures. Human Ecology Review. (14). 2. 119-129.
Surfacing Of The Severe Acute Respiratory Syndrome
In 2003, following the surfacing of the Severe Acute Respiratory Syndrome (SARS), several propaganda and stories spread all over the
Asian regions in the United States, particularly within the state of New York. Different interpretations were made with the news media asserting
that this was mainly a domestic pandemic, even as a small number of individuals in the entire nation had been infected (Eichelberger, 2007). The
Asian regions were discerned as a site of risk and contagion. However, it is vital for a public leader to oppose the rumors immediately to avert
tension amongst society. The psychological distress at this pandemic could have been mitigated better if there were a countrywide response
from the officials of the local government, the regional administration, and the state officials. People in such a pandemic do not want to decide
on the best message to tag along. They need reliable and simple advice from several sources. Consequently, the countrywide response officials
could have teamed up with other allies counting the new media to make sure that the correct message was dispersed to the general public
Regarding the West African pandemic, I believe that there is a lot to discover. In New Jersey, the Anthrax attack is mainly an ideal example
of futile risk communication. In 2001 during the attack, according to O’Neill et al. (2007), there was a very intricate connection between the
pertinent authorities. Although the attack was executed via a letter, information to the general public was conveyed after two weeks. Actually,
hospitals that stumbled upon the cases of infection did not alert the local officials of health for mobilization.
In the contemporary world of information, it is vital to circulate information immediately to counteract the psychological distress that might surface from public tension. This indicates that there ought to be a reliable message when there is a crisis. Therefore, I have noted that to have a triumphant risk communication, and it is crucial to organize with all important stakeholders and make sure that risk communication is accessible to the public. However, this does not necessarily mean telling the general public to relax and not to be anxious, but rather appealing to them, in the management progress, and constantly being the guide. In simple words, nothing is significant in emergency management than a clear and solid communication arrangement. Lack of solid plan, a disaster can be disadvantageous to the public, akin to the CDC cases, throughout an anthrax attack. Today, CDC has been criticized and blamed owing to the lack of effectual risk management communication.
Eichelberger, L. (2007). SARS and New York’s Chinatown: the politics of risk and blame during an epidemic of fear. Social Science & Medicine, 65(6), 1284-1295.
O’Neill, K. M., Calia, J. M., Chess, C., & Clarke, L. (2007). Miscommunication during the anthrax attacks: How events reveal organizational failures. Human Ecology Review, 119-129.
Schiavo, R. (2014). Risk communication: Ebola and beyond.
The SARS epidemic was horrific. Not only in terms of what it did to people physically, but how it turned people against an entire culture. This
could have been mitigated with more appropriate risk communication from the very start, early on, before people got mis guided beliefs that
ruined an entire downtown area of New York City. Health stigmas can kill people- they need controlled and clearly identified, maintained and
updated to keep the health and well being of those at the center up and out of harms way.
A success of risk communication would certainly have to be the Indian Ocean Tsunami Warning and Mitigation System- since being implemented
in has saved millions of lives and millions more in lost revenue for the people who benefit from it every day.
A failure is probably the most poignant one we all know of- the poor handling of Hurricane Katrina. The mayor saying the levees are holding whilst
a helicopter flies overhead showing the 9thward under water and the levees completely breached and broken.
What lessons will I carry forward? I could go on for hours but the primary two are be honest and be timely- don’t lie to people as it will hurt when
they find out and demolish the trust, if any, you had. As well, to be timely is to save lives. You cannot always have all the information, but you need
to be able to make decisions with the best information you have at the time you have it. You should not push to the 11thhour to see if something
changes, it could cost you everything- weighing cost benefits is not an easy job for anyone.
Explanation & Answer:
Compliance in Healthcare Discussion Study Paper
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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