Human capacity building and development
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
The perfect number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Human capacity building and development
Over the years, the number of cancer cases in Malaysia has increased. From 2007 to 2011, over 100,000 cancer cases were reported to MNCR (Steel & Carr, 2022). This was a drastic increase from the previous report in 2012 to 2016. Due to the increase in cancer cases, there is a high demand for cancer health care services. To cope with this demand, the Malaysian government need to ensure they are providing high-quality cancer services and that they are also adequate to serve the demand. It is essential that the health workers should be highly skilled and sustainable to provide this high-quality cancer service (Walsh, 2017). There is also a requirement for the government and health workers to cope with the shortage of skilled workforce in some areas of Malaysia.
Patient navigation
The approach of implementing patient navigation is a community-based healthcare delivery support system that assists in the timely treatment and diagnosis of cancer patients across the healthcare continuum by eradicating barriers to care. At Harlem Hospital Center, New York, in 1990 was the first time that the Patient Navigation Program (PNP) was initiated by Dr Harold P. Freeman based on the report issued by the American Cancer Society (Steel & Carr, 2022). The program’s main objective was to save lives from cancer by eradicating the barriers to timely care between two points, namely point of suspicious finding and resolution finding by further diagnosis and treatment. Based on the MNCR report of between 2012-2016, over 60% of all cancer cases were mostly detected at Stages III and IV at the time of diagnosis (Devaja & Papadopoulos, 2018). These stages ate later stages, and the diagnosis done at these stages, the likely hood for the patient to survive is very minimal. Many factors have contributed to the majority of the diagnosis being at the late stages. Patient navigation covers the entire continuum, including detection, prevention, treatment, survivorship, end life and diagnosis.
Roles of nurses.
Nurses’ role is vital in the clinical area for ovarian cancer patients to the extent to which the supportive care is concerned. For ovarian cancer patients to be supported, the nurse needs to identify different physio-psycho-social needs of their patients using a holistic approach (Gillespie, 2020). Nurses are invited to nurture patients to attain holistic health and cope with an approach that incorporates all aspects of their life into care decision making through the philosophy of nursing. The philosophy of a holistic approach in nursing goes hand in hand with a focus on Quality of Life (QoL) (Gillespie, 2020). The best possible chance to select intended actions, make decisions, and identify needs that a nurse makes to improve patients’ wellness and supportive role is provided by the QoL.
Nurses need to offer also the role of psychosocial support for ovarian cancer patients. The establishment of good communication is one of the key elements for the nurse to understand how their patient feels about him or her, how their relationship with others and what is important to them affect their decision before, during, and after the treatment. Furthermore, the nurse needs to develop good communication with the patient’s family so that the patient can have the necessary support he or she needs throughout the treatment (Gillespie, 2020). Research has shown that psychosocial care is almost 100% effective in minimizing psychological distress. It also reduces the stress-induced on the cancer patient by the physical symptoms and improves the quality of life.
Nurses caring for the spiritual status of their cancer patients is also one of the elements of holistic patient care. Spiritual well-being is regarded as an experience that is subjective and can occur both inside and outside of the traditional religious system (Alqunaibet, Herbst, El-Saharty, & Algwizani, 2021). Research conducted over the years has indicated that diagnosis of cancer is a turning point for each cancer patient and that spirituality can positively impact the management of this situation. This gives hope and strength to the cancer patient, therefore, improving the cancer patient’s quality of life. Spirituality in the patients increases as they advance to the later stages of cancer due to fear of losing their lives (Kademani, 2019). Other interventions that the nurse can offer to the patient are optimistic culture and hope, assessing the patient’s mental condition, and referral to a specialist when there is a spiritual discomfort.
Conclusion
In conclusion to this work’s discussion, we say that the awareness and attitude toward ovarian cancer risk factors among Malaysian women are low. In the Malaysian women population, the misconception of ovarian cancer risk factors is pronounced different between age groups of women and class of education. Older women need a lot of attention than the low-class education women. More attention should be given to older women and lower educated women. It is important to increase the public understanding of ovarian cancer for future screening, prevention, and awareness programs. The Malaysian government and health workers need to put into action the outlined strategies to attain their current and future objectives and plans. To reduce the cancer burden in Malaysia, sufficient resources and support from the government, health workforce and non-governmental organizations are required. Nurses contribute to the treatment of cancer patients by providing holistic care to the cancer patients. One of the main roles of the nurses to cancer patients is to ensure that they have a better quality of life at any stage of cancer. The needs of any cancer patient are man, but the most important outcome of any nurse training program should be the effort to improve patient care.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: The 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 address the relevant content; failing to identify or inaccurately explain key concepts or ideas; ignoring or incorrectly explaining key points or 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 fully explaining the relevant content; identifying some of the key concepts or ideas, though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims or 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 a solid understanding of the relevant material by correctly addressing most of the relevant content, identifying and explaining most of the key concepts and 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 an exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content, identifying and explaining all of the key concepts and ideas, using correct terminology, explaining the reasoning behind key points and claims, and substantiating, as necessary or 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: The student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out of 20 points: Sources are seldom cited to support statements, and/or the format of the citations is not recognized 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 the research collected for the paper. |
10 out of 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. There are frequent errors in the APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors in the formation of the references and citations. And/or there is a significant use of highly questionable sources. |
15 out of 20 points: Credible scholarly sources are used effectively to 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 references and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to provide compelling evidence to support claims and are clearly and fairly represented. The APA 6th Edition format is used accurately and consistently. The student uses references above the maximum required in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: The student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas or points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or there are numerous grammatical, spelling, and 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, and 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: The student failed to submit the final paper. |
3 points out of 10: The 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: The appearance of the 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. The font size might not conform to size requirements. The student also significantly writes too much or too little 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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