Culture Is An Essential Part Of Our Life - 1385 Words

What you do is a part of culture, indeed everything you do comes from your cultural inheritance. Mark Pagel, who is the author of the book Wired for Culture explains the evolution of humans and what makes us different from rest of the animals. Culture is an essential part of our life; however, culture is not something most people refer to as a source of evolvement. It is fascinating how we follow cultural system everyday to live and adapt into new societies. We are born with a culture which is being inserted in us from our birth, whether it is from our parents or guardians. Mark Pagel explains his idea of how culture has allowed us â€Å"to transmit knowledge down to the generations† which is why we are different from animals who have close†¦show more content†¦Culture teaches us how to adapt, behave, live and so on. In the book Wired for Culture, Pagel explains that culture has a great hand in human evolution as suppose to genes. Culture has taken some steps forward towards our evolvement where then â€Å". . people worked together, customs and systems of beliefs arose, ideas, skills, and technologies were shared, language evolved and dance, music and art appeared.† (1 and 2). Our identity lies in the heart of our culture. An individual’s uniqueness comes from his/her culture and gives one the potential to fit in communities with different people and their different cultural background. The heirloom of cultures is significant to what makes us who we are today. It gives us the sense of background we belong in and the language, traditions, behavior, symbols we practice. For example, we Tibetans have lost our land; however, we still have our culture which is being inherited down to generations to generations. The inheritance of culture keeps Tibetans alive in the world. We have language, symbols, arts, traditions, values, beliefs, norms and everything an individual needs to survive. If it were not for our culture, then there would not be a possibility of proving that Tibetans are different from Chinese or any other Asian countries. The Tibetan culture has given me an identification of being different from other cultures and having my own cultural backg round. Culture should never be

Building a Supportive Vocabulary Learning Environment Free Essays

To every learning curriculum, it is a fundamental requirement to provide a sustainably befitting environment at the background to ease the flow of assimilation and aid the mission accomplishment of a prolific study. Without an enabling environment, the efficiency of the learning result is significantly reduced. Though avoidable, many unrefined teachers still take with levity, the necessity of creating an environmental aura that permeates the mind of learners involved towards creating a smooth psychological linkage to understanding the vocabulary lesson (Diller Karl, 1978). We will write a custom essay sample on Building a Supportive Vocabulary Learning Environment or any similar topic only for you Order Now Supportive Tools  Firstly, we design a befitting structural arrangement that reflects some basic expectations concerning the vocabulary to be studied, the choice of which ranks common in preference of usage (Foss Lenzini, 1999). The pictorial representation (e. g. on the wall) enables learners to access unrestricted support; demonstrating how tongue or the entire â€Å"buccal† cavity (mouth) is expected to be positioned while a particular sound is being pronounced. The pictorial representation should equally demonstrate practical situations where each word is most appropriately in day-to-day events. In buttressing the importance of this structural or pictorial design as a supportive learning tool, researches have shown that new vocabularies are best understood by exerting a subconscious effort sequel to the first pronunciation exposure in class (Holden, et al. , 1998). The sub-consciousness is characterized with the absence of stress, sensual tension or urgency demand to study within a restricted period. The presence of pressure brings a sense of active competition among other colleagues in class. The slow learners, the average and the fast learners are the three classes of learners that must have their interest managed on the overall while determining the contextual modalities of supportive environments to be considered (Foss Lenzini, 1999). Moreover, it is of importance to recognize the use of student-to-student interactive class session in learning foreign vocabulary. This creates an enabling environment where learners can share and gain views from one another. This in a great sense, is a complementary learning tool to teachers own method. The teacher here, logically listen and gain from diverse ways of interaction that exist in this session of students’ group discussion. The specific style of teaching to adopt will be gotten from preponderances of events as they unfold (James L. B. , 2001) One-to-many Learning Support Scheme In this scheme, each learner on rotation is given an assignment to present a topic to other co-learners in class. Preferentially, suggestion of a multi-media projection could aid teaching. Here comes a research among students in science class, a class of 50 students was given an assignment to treat 10 topics within a course. The modality involved allotment of a topic to a group of 5 students within which they are equally expected to further divide the topic into sub-headings. Other remaining 45 students follow suit in their respective groupings. The examination result for this method of teaching was taken for over a period of 5 years, with the mean and mode recorded. The result showed a wide grade-gap between the first three best students and other members of the class. The mean was high but students within this range were found scanty (James L. Barker lecture, 2001). One-to-many learning scheme shows that the method could only help the confident students to perform even better at the expense of other colleagues. The other group members does belong to the same class but perhaps, limiting study to what they actually present and not bordering to probe other students’ presentation to perfect understanding from the first exposure in class. Participative/Interactive Class Session Another proposed scheme suggests a modality where members of the class have no formal presentation for others to listen. But rather, everyone prepares for the task ahead of the class and involve in a general discuss. All opinions are accommodated by the supervision of a tutor in charge. In furtherance to the earlier research for another five years, findings were taken from another set of 50 students with different learning environmental supportive modality. In this scheme, no student is expected to teach the other colleague but rather each student contributes one after the other to the pending discussion on the vocabulary lesson. In this way, the teacher set the ball rolling by introducing the topic and secondly in guiding against shifting of focus to irrelevancies. The reciprocal interactions give a supportive environment that deposit in each student a personal sense of meeting the huge challenge to perform up to expectations among peers (Kinsella, K. , 1995). The result of the later five years shows students having a higher mean gradient. The mode was slightly reduced, an indication pointing that only minority members of the class understand on the average with one-to-many learning support. Conclusion When discussing vocabulary skills, some basic essentialities are necessary; a listening, speaking, reading and writing acts. Other recently identified skills include description, narrating and summarizing skills among others. All supportive environments must focus on ensuring these necessities. Having an enabling environment in assisting the students reading culture is most important especially when learning an unfamiliar vocabulary, hence, the derivative of interactive study guide is just a perfect one to make learners actively involved. Findings had also shown that students usually get frustrated over time if encouragement and assistance are not near. Conclusively, teacher could equally assist in instilling the culture of reading; this is the strongest individual tool. References Diller, Karl Conrad (1978). The Language Teaching Controversy. Rowley, Massachusetts: Newbury House. Foss, C. R. , P. , Lenzini, J. J. (1999). Textual and pictorial glosses: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32 (1), 89-113. Holden, Susan; Mickey Rodgers (1998). English language teaching. Mexico City: DELTI. James L. Barker lecture on November 8th 2001 at Brigham Young University. Kinsella, K. (1995). Understanding and empowering diverse learners in ESL classroom. In M. J. Reid (Ed. ), Learning styles in the ESL/EFL classroom (pp. 70-86). Boston, MA: Heinle Heinle Publishers. Koda, K. (1997). Orthographic knowledge in L2 lexical processing: A cross-linguistic perspective. In J. Coady T. Huckins (Eds. ), Second language vocabulary acquisition (pp. 35-52). New York: Cambridge Universit How to cite Building a Supportive Vocabulary Learning Environment, Essays

Quality and Safety in Health Care for Diagnostic- myassignmenthelp

Question: Discuss about theQuality and Safety in Health Care for Patient Diagnostic. Answer: Introduction This is simply defined as an error that occurs when healthcare provider gets the wrong diagnosis. There are instances when this error is not too high whereas other instance very serious (Singh et al., 2013). The diagnostic error can cause major losses like death and sometimes result in total disability. There is a need of collaboration between community mental health service providers and inpatient hospital services providers in offering the most effective service to the patients. At times they will need to involve patients themselves in their day to day treatment to achieve the desired result (Walsh, J., Boyle, 2009). This paper will be focusing on the types of diagnostic errors, factors causing diagnostic errors, measures to reduce these errors by using the literature available and the percentage of people affected. Impatient services are services given to the patient by the hospital directed by the health care professional with a purpose to care and offer treatment of disorders and other diseases (Absulem Hardin, 2010). They include bed and board/hospital facilities, medical social services, therapeutic and counseling services, medical/surgical services and services offered by private-duty nurse or attendant (Chare et al., 2014). Community mental health services is defined as services provided by the government organizations and mental health professionals providing service to a certain selected geographical area. Community mental health services can also be a provision of private or charity organizations. Community mental health services is not limited to it and can also offer day centers, local primary care medical services, supported housing, community mental health centers, and self-help groups for mental health (Sue et al., 1991). There are advantages that accrue from applying community based services for the mental health and the include helping in assessment of needs for particular services and assist in determining where the facilities can sit through use of population indicators (Jorm, 2012). The other benefit may include helping to reverse the trend that forced the patients to be deported from their homes and local areas as formerly happened where institution were meant for very large catchment. And also it provides with a platform at which general adults mental health can be determined. Types of diagnostic errors in medicine The wrong diagnosis also known as misdiagnosis occurs when a doctor identifies the wrong illness in a patient. For instance, a doctor could diagnose a patient with HIV/AIDs when the patient is HIV/AIDs free (Singh, et al., 2013). Missed diagnosis is another diagnostic error and is a situation where a doctor gives a clean bill of health whereas the patient is, in fact, ill. The other error is Delayed misdiagnosis which is very common in diagnostic errors and happens where the doctor identifies the right illness but after a long time (Bradford et al., 2009). Failure to diagnose an unrelated disease is the other case and is where a doctor will identify a disease and fail to diagnose unrelated illness. Failure to diagnose a related disease is also experienced and this is where the doctor identifies the right disease or illness but fails to diagnose the secondly related disease which could be the cause of the other disease or result from it. The magnitude of diagnostic error It is the goal of medical practitioners in both community and hospitals to provide the best treatments to the patients whenever they are unwell through safe and high-quality care, but at times people, unfortunately, get harmed. A lot has been done and continues to be done to understand this global challenge (unsafe health care) causes implications and how to fix it. According to a study that was done in a high- income country, it was found that a 5% of adults who are in outpatient settings experience diagnostic errors, half of which had very serious harm. It is shown that common diagnostic errors were found in patients with acute renal failure 5%, pneumonia 7%, Cancer 5%, decompensate congestive heart failure 5% and urinary tract infection at 5%. Children are at the greatest risks of misdiagnosis since the only few amounts of research in existence is nearly limited to adults patients. There are over 12 million Americans who suffer and experience misdiagnosis and it is estimated that almost everyone will experience misdiagnosis in their lifetime, some of which would result in high consequences. This is in accordance with a 2014 based study. It was found that one out of 20 outpatients had either been given the wrong information on the cause of their illness, treated for diseases they did not have or experienced delayed treatment. Unlike healthy adults who can tell when they are sick, children have bigger challenges telling when they are sick or what they are feeling. There is also an issue of incorrect prescription which results from poor handwriting, confusion of drugs with similar names, inappropriate abbreviations, misuse of decimal points, zeros etc. In the U.S alone, a 1999 report published by the Institute of Medicine termed To Err Is Human shocked communities of medical practitioners by reporting that 98,000 people die as a result of mistakes in hospitals. A number of medical practitioners opposed the report but now they are accepting it gradually (Sue et al., 1991). The leading type of paid medical malpractices claims is diagnostic errors and it is nearly double in the deaths of individuals in comparison to other claims. At times harm does not occur as a result of diagnostic errors especially when the patients symptoms resolve even with the wrong diagnosis. However, errors can cause harm because of delayed appropriate treatment, treatment of wrong illness, prevent appropriate treatment, and on many occasions resulting in the psychological and financial burden. Diagnostic errors There is no single formula applicable and that can reduce the diagnostic errors and achieved the desired changes. Multiple steps to improve the mess have to be sought and require significant commitment according to a committees conclusion. Factors causing diagnostic errors Patients failure to provide accurate medical history, or family failing to clearly provide a history of a patient with cognitive dysfunction. Lack of knowledge to seek urgent care from health providers. Inaccurate physician examination of the problem. Health care providers lack of knowledge of the relevant condition, among others. Lack of adequate communication and collaboration between clinicians, patients as well as their families. Poor design of health care system that supports diagnostic process. Some cultures that discourage transparency and disclosure of diagnostic errors which helps this diagnostic errors to continue Minimizing the patient safety problem The committee came to several conclusions one being a requirement for urgent changes to address the issue of diagnostic error, which is a major challenge in quality health care. Unacceptable numbers of patients of both common and rare diseases continue to suffer from the persistence of diagnostic errors in all sectors, and there is little attention paid on research or health care practice, to the occurrence of diagnostic errors. If this persists every person will have to experience a diagnostic error at least once in their lifetime (McFadden, Henagan, Gowen, 2009). A recent study estimates that adults who seek outpatient services in the U.S, 5% of them have been wrongly diagnosed. 10% of patients deaths according to the researchers Postmortem examination indicate that they are contributed by diagnostic error (Ely, Graber, Croskerry, 2011). Second, Healthcare profession should involve patients and also their families to in educating them on the probable causes of diagnostic error an d the possible ways of improving diagnostic process. This is because patient and their families have the right information on the diagnostic history (Naidu, 2009). Third, Intra and inter-professional collaboration where diagnostic process depending on the patient health problem, various types of healthcare professional can be involved, such as primary care clinicians, nurses, technocrats, therapists, social workers etc. (Vyas et al., 2012).The committee observed that the major contributors to medical errors are inadequate teamwork and communication .Fourth, the use of health information technology (health IT) will help credible diagnostic testing result. Giving patients an opportunity of learning the process of diagnosis as well as creating a chance for patients family inclusion in efforts to improve the process by learning of unexpected outcome was also largely proposed. Patient-centere perspective. It is of great importance to consider diagnostic process as a patient centered perspective because it is the patient who is bears the risk of diagnostic related harm (Shumba, Atukunda, Memiah, 2013). Therefore recognizing patients as the important partners in the diagnostic process and health care system should be unavoidable and need to be encouraged and support their engagement in facilitation of respectful learning from the process. Criteria and quality indicators for best practices of diagnosis Healthcare professionals should involve patients and also their families to in educating them on the probable causes of diagnostic error and the possible ways of improving diagnostic process (Carman et al., 2013). This is very important because the patient to be specific needs to have the knowledge about the probability of an error occurring during diagnosis processes as well as their families since they are also very important in the future especially if the patient would become psychologically affected. By educating the family and the patient appropriate treatment can be done with both parties satisfied, for instance where surgery and anesthesia would be the issue. Education also helps in care decision making of the family and the patients (Graber, 2009). Educating the family and the patient would help enhance the process of administering drugs by the family or the patient; make them aware of the consequences of both choosing outpatient care or inpatient care and the financial implication involved. Education will also help in follow-up care of the patient to meet ongoing health needs or achieve the desired health goals. Nurse-Patient-Family communication The formation of trust and attitude is the core value of communication between the nurse and the patient relationship. It is important to keep the communication going between the patient and the nurse as a way of further information from the patient (Dunsford, 2009). Sometimes patients statements require that a nurse be very keen as they more subtle in order for them to understand the needs of the patients. Using health information technology (health IT). As many people know doctors handwritings may be confusing which poses a need to use health information technology tools to minimize leadership problems. Use of IT in medical clinics improves the quality of healthcare by; providing accurate patients records, allows the doctor to better understand the patients medical history, prevent doctors from over-prescribing medication which could be fatal, reduce over-reliance on patients memory among another benefit (Goldzweig et al., 2009). In the other hand, the patient will have to benefit from better health care such as safety, effectiveness, education, efficiency, equity etc. The recommendable way health caregivers can make their work simpler is by ensuring that the patient gets the right knowledge on the whole procedure of the diagnosis so as to have trust and help them in getting the right and adequate information Sue et al., 1991) Conclusion As we have seen, every person is likely to experience a diagnostic error in their lifetime if the appropriate action is not taken to fight the mess. Diagnostic error is the leading error in medical associated errors and the highest claims paid for. A recent study of postmortem examination has shown that diagnostic errors contribute 10% of patients deaths around the world. Some causes of the error are patients centered and others are machine centered while others are health care givers centered. There is a need for collaboration and communication between all parties involved to minimize and simplify diagnostic processes. References Absulem, S., Hardin, H. (2010). Home Health Nurses' Perceived Care Errors. Rehabilitation Nursing, 36(3), 98-105. https://dx.doi.org/10.1002/j.2048-7940.2011.tb00073.x Bradford, A., Kunik, M. E., Schulz, P., Williams, S. P., Singh, H. (2009). Missed and delayed diagnosis of dementia in primary care: prevalence and contributing factors. Alzheimer disease and associated disorders, 23(4), 306. Carman, K. L., Dardess, P., Maurer, M., Sofaer, S., Adams, K., Bechtel, C., Sweeney, J. (2013). Patient and family engagement: a framework for understanding the elements and developing interventions and policies. Health Affairs, 32(2), 223-231. Chare, L., Hodges, J. R., Leyton, C. E., McGinley, C., Tan, R. H., Kril, J. J., Halliday, G. M. (2014). New criteria for frontotemporal dementia syndromes: clinical and pathological diagnostic implications. J Neurol Neurosurg Psychiatry, 85(8), 865-870. Dunsford, J. (2009). Structured communication: improving patient safety with SBAR. Nursing for women's health, 13(5), 384-390. Ely, J. W., Graber, M. L., Croskerry, P. (2011).Checklists to reduce diagnostic errors.Academic Medicine, 86(3), 307-313. Goldzweig, C. L., Towfigh, A., Maglione, M., Shekelle, P. G. (2009). Costs and benefits of health information technology: new trends from the literature. Health affairs, 28(2), w282-w293. Graber, M. L. (2009). Educational strategies to reduce diagnostic error: can you teach this stuff?. Advances in health sciences education, 14(1), 63-69. Jorm, A. F. (2012). Mental health literacy: empowering the community to take action for better mental health. American Psychologist, 67(3), 231. McFadden, K. L., Henagan, S. C., Gowen III, C. R. (2009). The patient safety chain: Transformational leadership's effect on patient safety culture, initiatives, and outcomes. Journal of Operations Management, 27(5), 390-404. Menachemi, N., Collum, T. H. (2011). Benefits and drawbacks of electronic health record systems. Risk management and healthcare policy, 4, 47. Naidu, A. (2009). Factors affecting patient satisfaction and healthcare quality. International journal of health care quality assurance, 22(4), 366-381. Shumba, C. S., Atukunda, R., Memiah, P. (2013). Patient-centred quality care: An assessment of patient involvement. International Journal of Medicine and Public Health, 3(2). Sue, S., Fujino, D. C., Hu, L. T., Takeuchi, D. T., Zane, N. W. (1991). Community mental health services for ethnic minority groups: A test of the cultural responsiveness hypothesis. Journal of consulting and clinical psychology, 59(4), 533. Vyas, D., McCulloh, R., Dyer, C., Gregory, G., Higbee, D. (2012). An interprofessional course using human patient simulation to teach patient safety and teamwork skills. American journal of pharmaceutical education, 76(4), 71. Walsh, J., Boyle, J. (2009). Improving acute psychiatric hospital services according to inpatient experiences. A user-led piece of research as a means to empowerment. Issues in mental health nursing, 30(1), 31-38.