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Barriers to Obtaining Healthcare in the United States
Get PDFOne barrier to obtaining healthcare in the United States (U.S.) has been the type of healthcare insurance that someone has. It is important for nurses to understand the impact of the patient’s access to care, which is a factor in their health outcomes. Health insurance, race and ethnicity, income, and zip code are at the top of a long list of social determinants of health that affects where and how they receive care. To find out more about how barriers to obtaining healthcare affect outcomes, I researched various types of barriers around the country. It is important to understand how outcomes of care are affected by roadblocks that prevent patients from obtaining care.
This thesis will include a review of the research literature to examine how barriers to healthcare, such as insurance, affect patient outcomes and continuity of care. Literature that is discussed includes racial and ethnic disparities of care and treatment, continuity of care for those with chronic diseases, and emergency department use in relation to insurance. Based on the findings of the research examined in the literature review, a proposal for further research is presented
What Impact Does the Ability to Access Healthcare Have on Maternal Outcomes in Africa?
Get PDFBackground: Maternal mortality rates reflect health inequities in access to obstetric care in some parts of the world including many African countries. Geographical barriers and limited number of skilled human resources have put women in rural areas at a significantly higher risk of maternal mortality.
Research Question: What impact does the ability to access healthcare have on maternal outcomes in African rural areas compared to urban cities?
Methods: A literature review was performed of credible databases. Six articles were reviewed extensively highlighting the purpose, strengths, and limitations of each study. Refer to Appendix A for the literature review table.
Findings: Rural African women are at a significantly higher risk of maternal mortality when compared to urban women. The odds of these women receiving obstetric care or skilled delivery services is decreased as the distance to a facility increases. Studies have also found that adequate access to quality health services can reduce preventable maternal deaths.
Proposal for Further Research: A mixed method study including a cluster randomized control trial and patient surveys. Interventions will include a two-year study with referrals to the Juba Teaching Hospital for prenatal care, delivery, and antenatal care. Community health nurses will also be deployed at local health facilities and clinics to perform basic maternal skills, patient education, and emergency obstetric care. This study will be approved by the World Health Organization, Juba Teaching Hospital, hospital board members and the Real Medicine Foundation and Medical Mission International
Memes to Cope and Communicate
Get PDFThe study’s objective was to observe the benefits of creating meme imagery around the participant’s stressors and how it affected the participants’ mood. This mixed-method study also looked into the meme’s ability to communicate their experience of their stressor to others to test whether it would be useful in a therapeutic setting. In order to measure affect change, the researcher utilized the PANAS (Positive and Negative Affect Schedule) before and after the meme creation process. The researcher tested communication through utilization of inter-raters to observe the created meme and respond upon what they believed the participant was going through. This system will allow more validity as more unique people with converging interpretations such as similar descriptions of what they believe the participant is trying to express are more reliable than one singular opinion. There were 26 participants who volunteered to participate and create memes. It was found that meme creation lowered negative affect and that communication worked well for those who create memes around topics that are relatable or descriptive
Life After Brain Injury - Family Perspectives
No full textBackground: Children who are Traumatic Brain Injury (TBI) survivors experience changes to their occupational engagement and participation in family life. Families and children who are TBI survivors may experience long-term, chronic disabilities, yet these complex experiences are under researched and underserved.
Objective: This research focused on the following questions: What are the lived experiences of children who have survived brain injury and their families upon returning to their homes, schools and communities? What are the helpful and necessary supports and what are the barriers to engaging in meaningful occupations? How can in depth examination of these phenomena better inform OT practice and interprofessional collaboration in service to this community?
Methods: In collaboration with University of California, San Francisco (UCSF) Brain Recovery Education Initiative (BREd) clinic, two participants were recruited through convenience sampling. Semi-structured virtual interviews were conducted with 2 parts: Part 1 - Participants discussed lived experiences of life after their child’s brain injury; Part 2- Participants provided family perspectives on common Pediatric TBI assessments (PedsQL & NeuroQoL & PEM-CY). The constant comparison method was utilized in the coding process. To establish coding rigor, consensus coding to 100% was employed across all 5 researchers.
Results: This analysis was focused on part 1 of our methods and focused on the lived experiences of the families of children who are brain injury survivors. Preliminary themes were (1) Psychosocial Changes with sub themes of Psychosocial Changes Within the Child and Psychosocial Changes Within the Parent; and (2) Supports with sub themes of Beneficial Supports and Missing Supports. The most notable occupational impacts across all three settings of home, school, and community were impacts on activities of daily living (ADLs) specifically toileting and dignity issues and socialization changes.
Implications: Occupational therapists (OT) can fill in the current gaps in service as there is inadequate support when transitioning from a medical setting and therefore medical model of intervention to returning to home, school, and community. OTs are excellent resources to support schools for the return of children who are TBI survivors and advocate for their needs as well as addressing stigmas associated with TBIs. Interprofessional teams can provide impactful services by recognizing and proactively partaking in child and family centered care. Best practices move beyond traditional medical and rehabilitation models and focus on child and family occupational engagement in context.
Conclusion: Children who are TBI survivors and their families have complex experiences that are inadequately addressed. Their multifaceted experiences emphasize the need for future interventions including OT and ongoing research in this area
A Qualitative Study on the Effect of Misattributed Parentage Experiences
Get PDFIdentity formation is a lifelong process, significantly influenced by factors involving social groups such as family, culture, and life events. Identity confusion can result from Misattributed Parentage Experiences (MPE), when people learn they are not biologically related to a parent(s) who raised them as such, possibly triggering genealogical bewilderment, the state when uncertain knowledge of biological parents, or lack thereof, leads to maladjustment, confusion, and uncertainty (Leighton, 2012) in identity. The present study is a qualitative analysis of the effect genealogical bewilderment has on identity formation and crises for MPE adults in the United States between 2012 and 2022. Using Marcia (1966) as the primary model for identity development, this study frames the appreciable difference genealogical bewilderment causes when one no longer knows the ancestry or culture from which they came. However, identity is also a fluid concept influenced by life events; therefore, this study expands the conceptual framework to include Erikson’s (1968) psychosocial stages and Tajfel and Turner’s (1979) social identity theory. A phenomenological methodology using a critical hermeneutic (interpretive) approach and thematic analysis was used to analyze an open-ended survey of 123 participants. The findings identified two main themes obtained through open-ended survey questions: the presence of identity crisis and negative family dynamics. The research implications point to concrete ways MPEs successfully heal from the identity crisis and resulting negative family dynamic changes and can bridge the research practice gap for professional mental health clinicians
Effects of Hand Washing Interventions
Get PDFhttps://scholar.dominican.edu/nursing-student-research-posters/1013/thumbnail.jp
Improving the Psychosocial Effects of a Burn Injury
Get PDFBurn injuries are an existing risk factor of social impairment. The main priority of care for a burn patient includes the focus on pain management and wound care. However, scarce research has been studied on how to improve the psychological adjustment of burn victims. There is limited availability of evidenced based practice that is related to promoting a healthy social life after a burn. Without interventions to help re-engage burn victims with society, they will turn to negative coping mechanisms such as avoidance, isolation and distancing. The goal of this study is to enhance the social interaction of burn survivors during their recovery. This mixed method study aims to improve social impairment of burn victims in the Bay Area with the use of journaling. A pre and post test will be given, using the tool PROMIS-29, to acknowledge the psychological state of the burn victims before and after the journaling intervention. The sample size will include 100 participants that have been recruited through burn centers, burn units, in-patient hospitals and support groups. Participants will write journal entries each day for six weeks. The journal entries will be examined for similar themes and the results of this study will demonstrate the psychological wellbeing of the participants. In evaluation, the post test and journal entries will show the impact of the intervention of psychosocial ramifications. The literature suggests that there is no reason to focus on the psychological dynamic of burn victims. This study will identify interventions that progress the development of psychological dynamics and ability to interact in society of burn victims in the Bay Area. This study will provide evidenced based practice that can be used to further the research of burn survivors.https://scholar.dominican.edu/nursing-student-research-posters/1026/thumbnail.jp
The Effect of Ethnic Studies on White Student Populations
Get PDFThe effect of Ethnic Studies courses have shown to impact People of Color in a positive way academically, socially, and emotionally (Cabrera et al., 2014; Cammarota & Romero, 2009; Dee & Penner, 2017), however, for White students the effect is less clear. Often there are feelings of guilt, shame, and embarrassment for White students when confronted with the exposure to the individual and systemic oppression of People of Color by White colonialism and much of this oppression still resonates today (Sleeter & Zavala, 2020). Research also shows that there could be a link between Ethnic Studies coursework and anti-racist behavior (Brock-Petroshius, 2022). The purpose of the study was to determine the impact of Ethnic Studies on White students. The researcher used a qualitative research design using the analysis and interpretation of White student participant interviews. The questions for the interviews were formed based on the following central questions: (1) How will Ethnic Studies coursework affect White students\u27 views on race, various forms of racism, implicit bias, and White privilege? (2) What are the psychological and emotional effects of Ethnic Studies on these students’ White identity? (3) What are the lasting effects of this coursework on White students for their future as potential social justice advocates and for the future of Ethnic Studies at the high school level? The findings show that Ethnic Studies coursework had an overall positive educational impact on student participant views on race and various forms of racism. Findings also showed that Ethnic Studies elicited feelings of guilt, embarrassment, and sadness in White students. However, the study also found that these strong, negative feelings led to an increase in White student antiracist behavior in the form of social justice action and the desire for further Ethnic iv Studies education. The significance of the findings indicates that Ethnic Studies can lead to anti-racist behavior in White students, even when generating negative feelings of guilt, embarrassment, and sadness
Experiences and Support Needs of Typically Developing Siblings of Children with Autism Spectrum Disorders
Get PDFChildren living with an autistic sibling face unique challenges and are in need of support (Angell et al., 2012; Marquis et al., 2019; Molinaro et al., 2020). The purpose of this qualitative study was to understand what the experience of having a sibling with autism spectrum disorders (ASD) is like for a typically developing child during middle childhood or preadolescence, the impacts this experience has, and what types of support they feel they need. Five participants were interviewed for this study; all were in middle childhood or preadolescence, live in Marin County, California, and are in a family with a sibling with ASD. There were four male and one female participants whose ages ranged from 7 to 10 years, and their siblings with ASD ranged in age from 4 to 12 years (three males and two females). Data was analyzed using an open coding process to identify themes. The findings show that siblings of children with ASD need support in many areas, including age-appropriate information about ASD, tools for emotional regulation, coping strategies, and a community of peers that understand their unique experience. Many siblings feel social isolation, embarrassment, and bear the responsibility of educating others about their siblings with ASD. This study contributes to the literature by addressing the lack of existing research on the experiences of having a sibling with ASD for children in middle childhood and preadolescence, which are prime ages for support interventions. Implications for the field of education are that schools have a role to play in providing families with information about the importance of sibling support programs and available resources, and in directly providing (for all students) social emotional learning, disability and neurodiversity awareness, and making disability part of school wide diversity, equity, and inclusion initiatives
The Impact Of Social Media On Adolescents
Get PDFSocial media is constantly developing and changing with unique features and apps being introduced on a day-to-day basis. Numerous individuals utilize social media to post about their life online, create connections with others, and create content. Adolescents, ages 11 to 18, are going through a substantial period of development and growth and are easily influenced by the things and people surrounding them. Because of this, adolescents can have both negative and positive experiences and feelings toward social media. It can cause adolescents to frequently compare themselves to the individuals they follow online; however, it can also be used for self-expression. The purpose of this paper is to discover how social media can influence adolescents both negatively and positively. After reviewing six primary articles, the negative effects heavily outweigh the positive; moreover, a future study using a prospective, mixed-method design is proposed to find interventions that can be implemented to make using social media a more positive experience for everybody