Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Cultural Assessment of Comprehensive Palliative and Hospice Care
Cultural, Assessment, Comprehensive, Palliative, Hospice, Care
Student 1 -Meag
Preferred Practice 24 states, “Incorporate cultural assessment as a component of
comprehensive palliative and hospice care assessment, including, but not limited to,
locus of decision making, preferences regarding disclosure of information, truth telling
and decision making, dietary preferences, language, family communication, desire for
support measures such as palliative therapies and complementary and alternative
medicine perspectives on death, suffering, grieving, and funeral/burial rituals” (Scott,
Thiel & Dahlin, 2008).
This practice, just from the description given alone shows that the healthcare provider
is looking at each individual as a whole, providing specialized care for both the patient
and their families.
By recognizing each individual’s cultural or spiritual beliefs, the provider is also showing
that they support the patient’s views and will do their very best to respect them as well
as assure them that other staff will do the same. When a new patient is admitted into
hospice care it is important that an introductory spiritual assessment is made with the
patient. Common methods include the use of the FICA or MVAST templates.
In the FICA template, a patient is encouraged to discuss either their faith beliefs or
something in life that gives them meaning. They are also encouraged to explain the
importance or the influence their faith plays in their life. Many people who are of a
certain faith are involved in some community that surrounds their faith.
Being conscious of a patient’s community can provide resources during time of spiritual
distress or to avoid a patient from experiencing it at all. Finally, it’s important to ask how
a patient would like their faith the be integrated into their care in order to create a
comfortable atmosphere.
In the MVAST method, a patient would be asked about their moral authority, their
vocational, or what gives their life purpose, aesthetics, or what brings pleasure to their
life, their social system, and transcendence or who controls what happens in life.
By understanding these components of a patient, the healthcare provider can create a
care plan that will incorporate this which is often what many people turn to when they
are looking for peace. As a healthcare provider, utilizing integrative therapy in patient
care such as recognizing dietary restrictions and herbal remedies.
Also recognizing a patient’s cultural backgrounds will allow the healthcare provider to
understand their process in medical disclosure. Recognizing a patient’s relationship with
death is also essential when working in palliative care.
Student 2 Brooke
The goals of palliative care are to prevent and relieve suffering and support the best
possible quality of life for patients and their families (Scott, Thiel, & Dahlin, 2008).
Spiritual care is an extraordinarily important aspect when providing palliative care. Often
times, patients will seek spiritual or religious understanding when coping with a life-
threatening illness.
Spiritual and religious needs may be equally, or even more, important than those
physical or medical in nature (Scott, Thiel, & Dahlin, 2008). If one fails to look at the
emotional, social, psychological, and spiritual components of death and end of life, then
they truly missed the opportunity on providing whole-person care (Richardson, 2014).
With that being said, the clinical assessment of the patient’s spiritual, religious, and
existential needs must first be established before the appropriate interventions can be
made. The assessment may include practices, beliefs, supports, and community
involvement that the person and their family may have.
Two commonly used interviewing tools are the four-point FICA and six-point Spiritual
History assessment. FICA stands for faith, importance/influence of beliefs, community
involvement, and addressing issues in providing care (Scott, Thiel, & Dahlin, 2008).
Spiritual stands for identifying spiritual beliefs, personal spirituality, integration in
spiritual community, ritualized practices, implications for medical care, and terminal
event planning (Scott, Thiel, & Dahlin, 2008). Two standardized structured formats that
are self-administered include the FACIT-Sp and SBI-15R. FACIT-Sp is the12-item
functional assessment of chronic illness therapy-spiritual well-being, which focuses on
meaning, peace, and faith (Scott, Thiel, & Dahlin, 2008).
SBI-15R is systems of belief inventory. which focuses on beliefs, practices, and
religious community and support (Scott, Thiel, & Dahlin, 2008). As a side note, when
conducting an assessment, it is important to understand the difference between
spirituality and religion (Benorden, 2016).
After the assessments have been carried out, the information is reviewed by a chaplain
or spiritual care specialist. Based on the information gathered, a spiritual plan will be
devised and implemented that contributes to patient centered interventions (Scott, Thiel,
& Dahlin, 2008). In short, this practice emphasizes the assessment and plan that
dictates the type of care that the patient and family receive.
As members of a helping profession, they are called upon to assist with both physical
and spiritual pain (Benorden, 2016). Hence, why it is so important to develop and
document a plan based on assessment of religious, spiritual and existential concerns
using a structured instrument and integrate the information obtained from the
assessment into the palliative care plan.
RUBRIC
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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