ANALYZE A CURRENT HEALTH CARE PROBLEM OR ISSUE Prepare For this assignment, you will analyze the same current health care problem or issue topic area you selected for the Week 4 assignment (Limited Access to Healthcare). To explore the chosen topic, use the first four topics of the Socratic Problem-Solving Approach for critical thinking that were introduced in Week 4. 1. Start by defining the health care problem or issue based on the selected health care topic. 2. Then provide details about the problems or issues that are part of the chosen topic, and identify causes for the problems or issues. 3. Identify at least three scholarly or academic peer-reviewed journal articles about the topic you are discussing by using articles found in the Week 4 assignment or searching the Capella library using the applicable undergraduate library research guide. Write Your Paper 1. Use scholarly information to explain a health care problem or issue. • Assess the credibility of information sources. • Assess the relevance of the information sources. 2. Analyze the problem or issue. • Describe the setting or context for the problem or issue. • Describe the reasons that make the problem or issue important to you. • Identify groups of people affected by the problem or issue. 3. Discuss potential solutions for the problem or issue. • Describe potential solutions. • Compare and contrast your opinion with other opinions you find in sources from the Capella library. • Provide the pros and cons for one of the solutions you are proposing. 4. Explain the ethical principles (Beneficence, Nonmaleficence, Autonomy, and Justice) if potential solution was implemented. • Describe what would be necessary to implement the proposed solution. • Provide examples from the literature to support the points you are making. Organize your paper using the following structure and headings: • Title page. (A separate page.) • Introduction. (A one-paragraph statement about the purpose of the paper.) • Identify the elements of the problem or issue, or question. • Analyze, define, and frame the problem or issue, or question. • Consider solutions, responses, or answers. • Choose a solution, response, or answer. • Implementation of the potential solution. • Conclusion. (One paragraph.) Academic Requirements Your paper should meet the following requirements: • Length: Include at least 3–5 typed, double-spaced pages, in addition to the • • title page and reference page. Font and font size: Use Times New Roman, 12 point. Writing: Produce text with minimal grammar, usage, spelling, and mechanical • errors. Sources: Integrate into text appropriate use of scholarly sources, evidence, • and citation style. References: Use at least three scholarly or academic peer-reviewed journal • articles and three in-text citations within the paper. Visit APA Style and Format if needed. Academic Honesty: Submit a draft of your assignment to SafeAssign and make any necessary changes before you submit it to your instructor for grading. Competencies Measured By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies: • Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care. • • • Competency 2: Apply scholarly information through critical thinking to solve problems in the field of health care. • Analyze the problem or issue. • Discuss potential solutions for the problem or issue. Competency 3: Apply ethical principles and academic standards to the study of health care. • • Use scholarly information to explain a health care problem or issue. Explain the ethical implications if the potential solution was implemented. Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella’s writing standards. • Produce text with minimal grammar, usage, spelling, and mechanical errors. • Integrate into text appropriate use of scholarly sources, evidence, and citation style. Socratic Problem-Solving Approach The Socratic Method is a teaching style in which teachers ask students questions designed to stimulate more complete thinking and deeper insight. It also relates to the steps of performing scientific research. When the Socratic approach is applied, students are prompted to look more closely at your ideas, question your assumptions and accepted premises, and view your choices through a rigorous lens. Apply the Socratic approach Applying the Socratic approach to problem solving helps you identify gaps and improve your thinking when writing papers or completing projects. The questions may be used to spark new insights when responding to discussion topics and posts. • Identify the elements of the problem, issue, or question Supporting actions: o o o o o o o Break the problem down into pieces, elements, or components. Recognize how the pieces or components are related to each other. Look for missing information or gaps in what you know. Note the information that you do not have, cannot find, or is unavailable. Separate symptoms from underlying causes. Avoid judgments and premature solutions. Gather information. Supporting questions: o o o o What problem am I trying to solve? What are the key issues in this problem? What facts do I have? A fact is “something that actually exists; reality; truth; a truth known by actual experience or observation; something known to be true.”* What evidence do I have? Evidence is “that which tends to prove or disprove something; grounds for belief; proof.”* o Which pieces of information are opinions? Opinion is “a belief or judgment that rests on grounds insufficient to produce complete certainty; a personal view, attitude, or appraisal.”* Which pieces of information are inferences? To infer is “to derive by reasoning; conclude or judge from premises or evidence.”* Are the inferences well or poorly reasoned? Can alternative inferences be drawn from the same facts or observations? Which pieces of the information are theories? A theory is “a more or less verified or established explanation accounting for known facts or phenomena.”* What do I not know? What information is missing, and is it possible to get the information I do not have? What are the possible sources of information? What must remain unknown for now? • Analyze, define, and frame the problem, issue, or question o o o o o o o Supporting actions: o Gather information that you need to know more about the context surrounding this problem. Decide which pieces of information are important. Identify your point of view. Consider how your cultural values shape your perception of the problem. Evaluate conflicting evidence. Separate symptoms from underlying causes. Avoid value judgments and premature solutions. Analyze arguments. Identify what you do not understand and the complexities of the problem. o Define a research problem. o o o o o o o o Supporting questions: o What are my goals? What am I trying to accomplish? o Which pieces of information are the most important in relationship to this problem? o Is the information, or presented evidence, relevant to the problem? Are there other ways to interpret the information? o How does the information relate to: o o o o o o o o o o o What I already know? o My personal and professional experiences? How does this information support or match my experiences? How does it contradict or differ from my experiences? What information opposes my position? What theories in my discipline shed light on this problem? What are the values, beliefs, and assumptions (i.e. or the things that are taken for granted and usually unstated) implied in the problem statement? What are my values and beliefs in relationship to this problem? Am I ignoring evidence that does not fit with my beliefs? Am I failing to consider or investigate evidence that may contradict the theory I support? What are my assumptions in relationship to this problem? What support or evidence do I have to back up these assumptions? What are the values, beliefs, and assumptions of my sources of information and references in relationship to this problem? How does my culture or my world view shape my approach to this problem? How would someone from another culture or world view approach this problem? What are the possible causes of this problem? What blind spots are keeping me from seeing additional causes? What evidence supports my assertions? How reliable is this evidence? What evidence supports others’ assertions? How reliable is this evidence? What other issues relate to this problem? Am I considering the complexities of this problem? How important is the problem relative to other problems? • Consider solutions, responses, or answers o o o o o o o o o o o Supporting actions: o Consider the evidence for and against: o Your theory or viewpoint. o Others’ theories or viewpoints. o Analyze arguments. o Imagine the implications of each possible solution. o Formulate research questions or hypotheses. Supporting questions: o o o o o What theories relate to these solutions? What are the possible expert views that may be held on this problem? Which views are best supported by evidence? What are all the possible solutions, resources, and constraints to this problem? Additional solutions o o o o • What blind spots are keeping me from seeing them? What are the implications of these? What might be the consequences of these? What world view does each imply? Choose a solution, response, or answer Supporting actions: o o o Evaluate your choice from alternative viewpoints, or put yourself in someone else’s shoes. Question and consider the problems that may arise from your choice. Choose research questions or hypotheses. Supporting questions: o o o o o What theories in the discipline provide support for this solution? How did I reach this conclusion? Is this solution aligned with my goals? Does this solution address the problem’s most critical aspects? Why do I prefer this solution, response, or answer? How is this solution, response, or answer supported by, or dependent upon,: o o Data, facts, and evidence? Opinions or inferences? o What are the costs of this solution? What are the possible risks of this solution? How likely are those risks? What are the possible benefits of this solution? How likely are those benefits? How do my biases affect my choice? What alternative biases might be held by others, and how would these affect their choices? What assumptions, values, and goals does my choice imply? • Implement your choice o o o o Supporting actions: o o Develop an action plan. Test research questions or hypotheses. Supporting questions: o Is the implementation supported by theory? Is the implementation supported by the facts? Is the implementation consistent with my purpose? • Evaluate the results o o Supporting actions: o Analyze the results of your actions. o Analyze research data and formulate new questions based on the results. Supporting questions: o o o o o Did I make progress toward solving the problem? What did I learn? How do the results relate to existing theories? How do the results shed light on the existing body of evidence? What new questions are raised by the results? Running Head: LIMITED ACCESS TO HEALTHCARE Limited Access to Healthcare 1 Running Head: LIMITED ACCESS TO HEALTHCARE Limited Access to Healthcare Limited access to healthcare is a topic of interest for me because as an immigrant to this country is one of the challenges that you encounter when you arrive. There are several limitations to healthcare whether you live in a rural area, you don’t have insurance, you don’t have access to hospitals and much more. I have done some research with patients and families and I have found out that they wait until their health condition worse to get medical help just for the fear and poor access to healthcare. Researching Academic Peer-Reviewed Journal Articles I did my research only looking for Academic Peer-Reviewed Articles. I used Capella University library and resources. For my search, I used the keywords included in my topic: rural nursing, chronic disease, health care access, health information systems, consumer health information, health information search, health seeking behavior. I chose only credible articles and no older than 3 years because evidence may evolve and is always updating. I focus myself in finding articles related to my topic: limited access to healthcare. Annotated Bibliography Lindly, O. J., Crossman, M. K., Shui, A. M., Kuo, D. Z., Earl, K. M., Kleven, A. R., … & Kuhlthau, K. A. (2020). Healthcare access and adverse family impact among U.S. children ages 0–5 years by prematurity status. BMC pediatrics, 20, 1-13. https://link.springer.com/content/pdf/10.1186/s12887-020-02058-0.pdf The article provides a systematic review of differences in healthcare access and adverse families’ impacts during early childhood by prematurity status besides determining healthcare access associations with adverse family impacts among children born 2 Running Head: LIMITED ACCESS TO HEALTHCARE 3 prematurely. The authors applied a secondary cross-sectional analysis of the 2016-2017 Children data survey of about 19482 children between 0-5 years, incorporating 242 with very low birth weight (VLBW) and 2205 children with low birth weight or preterm (LBW/PTB). Their results through bivariate analysis observed that children with VLBW and VLB/PTB are disadvantaged than normal ones concerning medical home, having parental cutback, parental aggravation, and paternal Health. Multivariate analysis showed that VLBW children have significantly higher risks than normal children under the above features. These risk reductions were also associated with adequate health insurance and medical homes. The authors then concluded that better healthcare access depends on reducing adverse family impacts in the U.S. children with premature births; therefore, various population initiatives should focus on targeting these children. Syed, S. T., Gerber, B. S., & Sharp, L. K. (2019). Traveling towards disease: transportation barriers to health care access. Journal of community health, 38(5), 976-993. https://link.springer.com/article/10.1007%2Fs10900-013-9681-1 In this article, the authors provide a viewpoint that transportation is a significant barrier to healthcare access. They observed that transportation causes appointments’ reschedulement, delayed care, and medication use in this context. Therefore, these consequences cause chronic infections’ poor management. Through a systematic conceptual framework, these authors applied inclusive criteria to address healthcare access barriers in the United States by reviewing 61 studies. Evidence from their research revealed that transportation limits access to healthcare, primarily among low-income families and the uninsured. Running Head: LIMITED ACCESS TO HEALTHCARE 4 Zegeye, B., El-Khatib, Z., Ameyaw, E. K., Seidu, A. A., Ahinkorah, B. O., Keetile, M., & Yaya, S. (2021). Breaking Barriers to Healthcare Access: A Multilevel Analysis of Individualand Community-Level Factors Affecting Women’s Access to Healthcare Services in Benin. International Journal of Environmental Research and Public Health, 18(2), 750. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7830614/?tool=pmcentrez&report=abstr act In this article, the authors express their concerns about poor access to healthcare services in low-income countries, with a specific example of Benin. They assert the scarcity of evidence in the country about their healthcare services; therefore, they examined the magnitude of the increasing healthcare access challenges in Benin and several factors attributing to this problem. The authors discussed ways that could have led to the limited access to healthcare by using the 2017-2018 demographic and Health survey in Benin with a population sample size of 15,928 citizens. Through this information, they examined the relationship between women’s demographic and socioeconomic characteristics through a multilevel logistic regression where they found that the challenge of healthcare access in Benin is common among women. The authors also discovered other significant individual factors that influenced Benin’s access to healthcare as partner’s education, economic status, marital status, and gender parity. Moreover, according to the authors, the community-level risks include region and literacy levels in Benin. They then concluded various solutions to the problem as enhancing husband education by incorporating adult education systems, empowering women economically, improving education at national levels, and prioritizing unmarried and Running Head: LIMITED ACCESS TO HEALTHCARE 5 multipara women in education provision. Moreover, they asserted the need for equitybased healthcare services access in all regions of the country. Learning from the Research This assignment gave me the opportunity of enhancing my vision towards healthcare access. Using the annotated bibliography is a great tool to learn from articles because it gives you the option to read, analyze, and interpretate the issue that you are researching. The research helped me to understand how families deal everyday with health issues and how their limited access to healthcare affects them. Now, I feel more powerful and I can advocate for my patients with a broader knowledge of this topic that is a big issue for our society. Running Head: LIMITED ACCESS TO HEALTHCARE 6 References Lindly, O. J., Crossman, M. K., Shui, A. M., Kuo, D. Z., Earl, K. M., Kleven, A. R., … & Kuhlthau, K. A. (2020). Healthcare access and adverse family impact among U.S. children ages 0–5 years by prematurity status. BMC pediatrics, 20, 1-13. Syed, S. T., Gerber, B. S., & Sharp, L. K. (2019). Traveling towards disease: transportation barriers to health care access. Journal of community health, 38(5), 976-993. Zegeye, B., El-Khatib, Z., Ameyaw, E. K., Seidu, A. A., Ahinkorah, B. O., Keetile, M., & Yaya, S. (2021). Breaking Barriers to Healthcare Access: A Multilevel Analysis of Individualand Community-Level Factors Affecting Women’s Access to Healthcare Services in Benin. International Journal of Environmental Research and Public Health, 18(2), 750. …
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