Planning For Psychiatric Patient Movement Essay
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
Planning For Psychiatric Patient Movement Essay
During a disaster scenario, there are many issues to consider when attempting to adequately prepare for the needs of patients who suffer from mental illness. Many of these patients are on medications to manage their illness and during a disaster may lose or run out of their medications potentially causing withdrawal symptoms as well as an exacerbation of their mental illness. One in a shelter, this population could have a more difficult time getting their medications replaced or adjusted because these patients may not want to disclose their mental illness to a health care provider in a shelter setting due to the stigma associated with mental illness. This population can take a long time to establish trust with a medical provider and may feel particularly disrupted by a change in providers.
Additionally, these patients are more likely than people who suffer from physical chronic diseases to not have received comprehensive and effective care for their disease even prior to the disaster. Throughout the country, mental health services are extremely underfunded making it difficult for patients to find an affordable mental health care provider. The disaster itself can worsen a person’s mental health conditions due to the tremendous stress and change in routine that are a part of the disaster experience. For example, a patient who had struggled with panic attacks and insomnia for many years may have found ways to control these anxiety symptoms, but may begin to experience panic attacks again during the disaster.
Sometimes these patients can also cause an ethical conflict. Health care providers are required ethically to make decisions that uphold the ethic of bodily autonomy. But if the client becomes a threat to themselves or others their autonomy becomes superseded and they can become forcibly committed. Navigating finding a safe place to restrain or hold someone if they are a threat to themselves or others during a disaster where it may be difficult to reach a hospital.
In general, law enforcement officers and health care professionals are not well trained in managing people who may be having a PTSD flashback or a psychotic episode and these patients may be seriously injured or even killed when they actually need medical treatment. These patients are difficult to care for during a disaster because pervasive discrimination against people with mental illness means that this community is more likely to homeless, estranged from their family and in a more precarious position prior to the disaster. For all of these reasons it is extremely important that security officers and health care providers receive training on caring for this population prior to a disaster occurs.
It is important to remember that people with mental illnesses also can offer a lot in disaster situations and need to not be further stigmatized. A person who has struggled with anxiety their whole life and has taught themselves breathing exercises to control that anxiety, could teach people in a shelter how to do exercises to calm their own anxiety. All members of our community can contribute to the health of the community during a disaster.
Sources
Nauert, R. (2012). Disaster Plans Should Include Those with Mental Illness. Retrieved from https://psychcentral.com/news/2011/05/24/disaster-…
US Department of Health and Social Services. (2018). Planning For Psychiatric Patient Movement During Emergencies and Disasters. Retrieved from https://www.phe.gov/Preparedness/planning/abc/Documents/psychiatric-patient-movement.pdf
US Department of Veteran Affairs. (2018). The Effects of Disaster on People with Severe Mental Illness. Retrieved from https://www.ptsd.va.gov/professional/trauma/disast…
Center for the Study of Traumatic Stress. (2016). Addressing the Needs of the Seriously Mentally Ill in Disaster. Retrieved from https://www.cstsonline.org/assets/media/documents/CSTS_Seriously_Mentally_Ill.pdf
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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