The Elderly and Chronic Diseases - 5483 Words

The Elderly and Chronic Diseases Introduction Chronic disease and conditions are usually defined as those diseases which last for more than six months and which have a severe effect on the life of the individuals (Chronic Conditions and Injury, para.1). While chronic diseases can affect people of all ages and demographics, these types of diseases are very often found in the elderly. Chronic disease are also characterized by †¦multiple risk factors, long latency periods, a prolonged course of illness and functional impairment or disability (Key indicators of progress for chronic disease and associated determinants, 2011, p. 1). Chronic disease is also found to be more prevalent in the ageing demographic of most countries. Australia is one of the developed countries that have a growing ageing population, and this has a decided impact on the Australian Health System and Services, which is in fact expected to increase in the future. ...the increase in certain risk factors and the prolonging of life due to improvements in medic al interventions, the prevalence of chronic disease is expected to increase in the future (Key indicators of progress for chronic disease and associated determinants, 2011, p. 1). An alarming statistic that should be taken into account is that, ...it is estimated that chronic diseases currently account for 70% of the total burden of ill health in Australia, as measured by disability-adjusted life-years, and this is expected to increase to 80%Show MoreRelatedElderly Populations Case Study968 Words   |  4 PagesOne in six Canadians have a chronic disease, with these chronic diseases being especially prevalent in the elderly population, individuals 55 years of age or older. 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Dementia can be caused due to genetic vulnerability such as Alzheimer’s disease (AD), lifestyle choices and from other chronic disordersRead MoreDisease Trends and the Delivery of Health Care Services Essay1457 Words   |  6 PagesDisease Trends and the Delivery of Health Care Services Final Project Axia college 1/15/2012 Many health care professional have great concerns about the growth of the aging population, chronic disease and the epidemic of obesity, and how will the United States healthcare system prepared for this continuing epidemic. The fact that the aging population along with obesity epidemic is a global healthcare concern, many health cares’ professional is baffled about how to address the growing epidemicRead MoreHow to Live to Be 1001662 Words   |  7 Pagesminority elderly persons will grow much more rapidly than the number of White elderly people over the next 50 years. The percentage of older adults in the United States that is made up of Blacks and other non-White minorities will increase from 10.2 in 1990 to 15.3 in 2020 and 21.3% in 2050. (Fried p.4) In 2005, 9.4 percent of African Americans, 9.3 percent of Asian Americans, and 6.5 percent of Hispanics were older than 65. The leading causes of death among the elderly are chronic diseases, notablyRead MoreAgeing Between China And China1319 Words   |  6 Pagesburden of chronic disease. It is reported that in 2013, there are 202 million older people in China (Wu Dang, 2013), more than half of them had at least one chronic noncommunicable disease (Wang Chen, 2014), and more than 37 million have disabilities (Wang et al. 2014). By 2030, there will be a 40 percent increase in the burden of chronic noncommunicable disease (Wang, Marquez Langenbrunner, 2011). 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It very useful to understand predictive factors for survival in cirrhotic patients in order to help with therapeutic decision-making, including allocation for liver transplantation (Fox et al., 2011). There are associations between cardiovascular disease (CVD) and liver cirrhosis. The effect of cardiovascular diseases on the underlying liver disease is well-recognized. The managementRead MoreOutcomes Management of Nursing Essay1567 Words   |  7 Pagescorrelation with the patient being elderly and having a diagnosis of heart failure and assess what can be done to positively change these statistics, which increase the quality of care we as healthcare professionals provide to our patients. A Rationale for Selecting the Issue or Problem of Interest Hospital readmissions can occur throughout the patient’s transition through the healthcare system. Many times readmissions occur among those who are frail and have chronic conditions. 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(Drewnowski Evans, 2001) Findings also show that hunger among the elderly is an enormous, far-reaching problem found in places across the globe, but the United States seems to be an unlikely place to find starvation where food is plentiful. Consequently, because of ineffective

Week 1 Checkpoint 1 Payment Methods Free Essays

Week 1 checkpoint 1- Payment Methods. Resource:  Chapter 1 of  Medical Insurance: An Integrated Claims Process Approach Write  and post a 250- to 300- word response to the following questions: ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Describe, the fee-for-service and capitation payment cycles. Include the relationship among provider, patient, and payer in your presentation, and their roles in the process. We will write a custom essay sample on Week 1 Checkpoint 1 Payment Methods or any similar topic only for you Order Now Fees for services are listed on the doctor’s fee schedule and there are known to be separate fee’s with each code and sometimes these codes are not billable. So in saying this the patient may have to pay some fee’s before they leave the doctor’s office because of some sort of procedure they had done. So the way the relationship goes for the fees for service is like this. The patient makes their usual monthly payments to their health plan or it’s set up to be automatically withdrawn from their paycheck. If they make their payments on time then they can have medical services done by a physician. The patient then pays for any fee’s or co-pays for the medical services that were provided on that day and then the Medical Biller will then bill the health plan. The patient may be reimbursed for the some money they had to pay out of pocket. Capitation payment cycle is way different. Capitation means that there is a fixed prepayment that is paid to the medical provider for members of their plan for only necessary services provided to them. By using the capitation payment cycle the doctor may be taking risks for receiving fewer patients. Some doctor’s offices prefer this though because they are a small doctor’s office and only want to deal with people that have certain medical insurances so their biller and coder doesn’t have to learn everything else. The only thing with this though is that they medical insurance is going to pay the doctor’s office the same amount of money each month no matter what. This may cause problems for the patient because if they don’t go see their doctor that month then they are still getting charged. How to cite Week 1 Checkpoint 1 Payment Methods, Essay examples

Educating Students with Diverse Abilities - Autism free essay sample

1. 0 Introduction: Autism Spectrum Disorders (ASD) are one of the most common disabilities teachers will face in the classroom. Approximately 1 in 160 children are being diagnosed with having ASD, with autistic disorder (autism) and Aspergers disorder the most prevalent (Australian Advisory Board on Autism Spectrum Disorders, 2007). Australia promotes an inclusive education system meaning that all students with disabilities are encouraged and entitled to be educated within a general school setting where possible. Research shows that distinct improvements in children with ASD can be made if early diagnosis and the right interventions are implemented as early as possible (Australian Advisory Board on Autism Spectrum Disorders, 2008). It is therefore important that generalist primary school teachers are educated about ASD and its multitude of diversity in order to be able to enhance the learning experiences and produce positive outcomes of children with ASD in their classrooms. 1. 1 Overview of Autism Spectrum Disorder: In majority of situations, difficulties in communication, social skills and repetitive behaviours become more evident as the child lags further behind in meeting age appropriate milestones, or shows signs of differing behaviours compared with other children the same age. Each of these indicators can range from very mild to severe and will display differently in each individual child. While every child will display communication, social, and behavioural patterns that are unique, they will all fit into the overall diagnosis of ASD. 2. 0 Implications on Learning: While each child who is diagnosed with ASD will differ greatly on an individual level, all of them will share some common characteristics which will greatly impact on their learning. Learning can be affected in a number of ways and in every case, early intervention has a strong impact on reducing symptoms and increasing a childs ability to develop and learn new skills (Rosenberg et al. , 2008). The State of Queensland (Department of Education and Training) (2006) assert that in an educational setting, ASD impacts on: social interactions, communication, restricted interests in behaviour and sensory processing. Those who do speak are often monotone, and use unusual pitch, rhythm and syntax (Rosenberg et al. , 2008). According to Kunce and Mesibov (1998, p. 231) difficulties with language and communication can interfere with the students ability to, process, understand, or remember verbal information and even students with apparently well-developed language skills may fail to adapt well in an unmodified classroom environment because of social-communication difficulties. A relationship appears to exist between competence in communication, behaviour and overall level of functioning (Light, 1983). Thus, language is a critical area for intervention and must be dealt with as early as possible. Whether through speech therapy or an augmentative system, the main focus of intervention should be on producing functional language for communication (Light, 1983). All children with ASD display restricted, repetitive and stereotyped models of behaviour and interests (Rosenberg et al. , 2008). Children with ASD may have an extreme preoccupation with a particular subject or object which they are infatuated with to the exclusion of any other activity, or may engage in behaviours such as rocking, spinning or finger flicking (Rosenberg et al. 2008). This can impact on learning because it is hard to motivate a student with ASD to take an interest in learning about new subject areas as well as concentrating and staying on task. Most children with ASD are intolerant of change and insist on having the same routines or rituals followed every day. If not maintained, they may become awfully distresse d and may even engage in self-injurious behaviours such as biting, scratching or punching which the child inflicts upon their own body (Rosenberg et al. , 2008). This can be very serious and educators must try to determine the cause and motivation behind the behaviour in order to alleviate it. The child for example may be frustrated about something, may be seeking sensory stimulation, or may be doing it for attention. Once the source of the problem is established a constructive method for treatment can be developed. Some strategies include, tactical ignoring, positive reinforcement, giving the child stimulating activities, and in some cases medication. Rosenberg et al. (2008, p. 255) advise that in educational settings, using the behavioural theory is most useful. Children with ASD might also have difficulty absorbing or interpreting the processes of some or all senses. Some individuals may suffer hypersensitivity to lights or sounds, some may have tactile sensitivity and avoid touching certain objects. This can affect the childs focus, attention span, ability to stay on task, coordination and motivation to participate in certain activities. All of these implications interfere with the everyday activities children are involved in at school and can make learning very challenging. This can affect the childs ability to learn effectively, perform basic tasks, and form friendships. Yet with the right strategies in place their developmental progress in all areas can be enhanced (Ferraioli Harris, 2010). 2. 1 Classroom Challenges: Teachers may face a number of challenges in the classroom when educating a student with ASD however, with the correct approach these students can become active contributors in the classroom. Even though each child with ASD will differ greatly on an individual level, all will present common obstacles for the classroom. Teachers must be able to meet the needs of students by creating an inclusive and productive learning environment for all. As children with ASD often have limited communication abilities and inadequate social skills, it can be challenging for the teacher to implement effective learning activities that cater for all developmental levels within the classroom. It can also be difficult to for them to form meaningful friendships which can lead to isolation. Problems in these areas often lead to difficult behaviour (Trapani, 2004). This is a provision endorsed by the Individuals with Disabilities Education Act (IDEA) to ensure that students with disabilities are educated to the maximum extent appropriate with students who do not have disabilities (Osborne Dimattia, 1994, p. 1). This most commonly consists of inclusive programming in mainstream classrooms with individual programming, in addition to having necessary support. By creating an Individual Education Plan (IEP) for each child with ASD, the teacher can focus on the childs strengths, program according to the childs needs and adapt the classroom environment to maximise learning. Many accommodations can be made to classroom practices which will enhance the learning opportunities for all students as many of the instruction techniques applied to children with ASD can also apply to a number of other children in the classroom. For example, a highly recommended approach to teaching students with ASD is to use visual aids because students with ASD often demonstrate strengths in concrete thinking, rote memory and visual-spatial relationships (Australian Advisory Board on Autism Spectrum Disorders, 2008). While this is beneficial to the student with ASD it will also be beneficial to many other students in the classroom who are also visual learners. Rosenberg et al. (2008) advises that one crucial step towards making sure children with ASD are included in a positive way in the classroom is to ensure that classmates are well informed about the special needs of a peer with ASD. Students with ASD who had positive inclusion experiences had nondisabled classmates who were told explicitly about their peers special needs (Rosenberg et al. , 2008, p. 261). In New South Wales, the State of NSW, Department of Education (2004) and Training have developed the Disability Action Plan 2004 to 2006 in order to comply with the New South Wales Disability Services Act 1993 and the Australian Government Disability Discrimination Act (1992). Education providers, including teachers in New South Wales are expected to comply with the standards of the Action Plan in order to ensure that every child, no matter their disability receives a quality education and is given every opportunity to reach their full potential (Commonwealth of Australia, 2006). This must be done through taking appropriate measures to ensure that programs are designed to cater for individual requirements so that any student with a disability is able to participate in learning experiences on the same basis as a student without a disability, and without any discrimination (Commonwealth of Australia, 2006). People with disabilities have the same basic rights as anyone else and should be treated equally. 3. 1 Ethical Standards for Teachers: Parallel to this, teachers also have ethical responsibilities to adhere to. Teachers must value and respect the diversity of all students by putting their welfare and educational needs first (Groundwater-Smith et al. , 2006). Teachers are obligated to ensure that all students with disabilities are free of any discrimination, are treated fairly, have appropriate adaptations in place, receive suitable support to assist learning, programs of study are provided in a way which the student can learn effectively, and that assessment is adapted so that the student can clearly demonstrate their understanding or competency (Groundwater-Smith et al. , 2006). Teachers must ensure that students with disabilities are free of victimisation or harassment, and that adjustments are made to facilities and programs to cater for their needs (Commonwealth of Australia, 2006). Teachers also need to promote acceptance of people with disabilities amongst other teachers, students and the wider community. 4. 0 Conclusion: In conclusion ASD is a disorder where those diagnosed with it are identified with having impairments in social interaction, communication and behaviours. As a result all students with ASD have unique learning styles and experience difficulties in educational settings. References: http://www.autismaus.com.au/uploads/file/pdfs/EI_Position_Paper_AAB_June_08.pdf http://www.autism.org.uk/