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[ANSWERED 2023] Research the health-illness continuum and its relevance to patient care. In a 750-1,000-word paper, discuss the relevance of the continuum to

Research the health-illness continuum and its relevance to patient care. In a 750-1,000-word paper, discuss the relevance of the continuum

Research the health-illness continuum and its relevance to patient care. In a 750-1,000-word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

Describe the effect of extremely low birth

  1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
  2. Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing and are consistent with the Christian worldview.
  3. Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
  4. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

In a 500-750-word paper examine the needs of a

Benchmark Information

This benchmark assesses the following programmatic competency:

RN-BSN

5.3: Understand the human experience across the health-illness continuum.

Rubric Criteria

Total110 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

4.95 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

5.21 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

5.87 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

6.6 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

5.78 points

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

6.08 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

6.85 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

7.7 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

0 points

Appropriate format is not used. No documentation of sources is provided.

3.3 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

3.48 points

Appropriate format and documentation are used, although there are some obvious errors.

3.92 points

Appropriate format and documentation are used with only minor errors.

4.4 points

No errors in formatting or documentation are present.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

4.95 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

5.21 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

5.87 points

Relevant evidence that includes other perspectives is used.

6.6 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Refection on Personal State of Health and the Health-Illness Continuum

A reflection of personal state of health is provided.

0 points

Reflection on personal overall state of health is omitted.

12.38 points

A partial summary of personal overall state of health is included. The summary is not informative. Behaviors supporting or detracting from health and well-being are omitted or incomplete.

13.04 points

A general discussion of personal overall state of health is included. Overall the discussion demonstrates some insight into some behaviors supporting or detracting from health and well-being. The author does not clearly establish where personal health falls on the health-illness continuum.

14.69 points

A discussion of personal state of health is included. The discussion demonstrates personal insight into overall behaviors supporting or detracting from health and well-being. The author establishes where personal health falls on the health-illness continuum.

16.5 points

A well-developed discussion of personal state of health is included. The discussion demonstrates strong personal insight into behaviors supporting or detracting from health and well-being. The author clearly establishes where personal health falls on the health-illness continuum.

Importance of Health-Illness Continuum to Health and Patient Care (B)

A discussion on the importance of the health-illness continuum in relation to health and the human experience in patient care is presented. (C5.3)

0 points

A discussion on the health-illness continuum, including why this perspective is important to consider in relation to health and the human experience when caring for patients, is omitted and inaccurate.

16.5 points

A discussion on the health-illness continuum, including why this perspective is important to consider in relation to health and the human experience when caring for patients, lacks detail or is incomplete.

17.38 points

A discussion on the health-illness continuum, including why this perspective is important to consider in relation to health and the human experience when caring for patients, is present.

19.58 points

A detailed discussion on the health-illness continuum, including why this perspective is important to consider in relation to health and the human experience when caring for patients, is present.

22 points

A thorough and accurate discussion on the health-illness continuum, including why this perspective is important to consider in relation to health and the human experience when caring for patients, is present.

Relation of Human-Illness Continuum to Value, Dignity, and Promotion of Human Flourishing

An explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented.

0 points

An explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is not presented.

16.5 points

A partial explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented, but the connection is tenuous and key elements are omitted, incomplete, or left unexplained.

17.38 points

A general explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented. There are some inaccuracies, and more information or rationale is needed to support the response.

19.58 points

An explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented. The explanation demonstrates that the health care provider does play a role in promoting human flourishing, but some additional rationale is needed for clarity.

22 points

A thorough explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is logically and convincingly presented. The explanation draws clear connections between the role of the health care provider and the promotion of human flourishing. Strong rationale is offered for support.

Resources Supporting Wellness

Options and resources available that would help the author move toward wellness on the health-illness continuum are presented.

0 points

Options and resources available to help the author move toward wellness on the health-illness continuum are omitted.

12.38 points

Partial options and resources available that would help the author move toward wellness on the health-illness continuum are presented. It is unclear how this will assist in moving the author toward wellness.

13.04 points

General options and resources available that would help the author move toward wellness on the health-illness continuum are presented. More information is needed to establish how this will assist in moving the author toward wellness.

14.69 points

Options and resources available that would reasonably help the author move toward wellness on the health-illness continuum are presented. The author establishes how these resources will assist in moving toward wellness.

16.5 points

Options and resources available that would be extremely helpful to help the author move toward wellness on the health-illness continuum are presented. The author clearly establishes how these will assist in moving toward wellness. Insight into wellness as it pertains to the health illness continuum is demonstrated.

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

5.78 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

6.08 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

6.85 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

7.7 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Expert Answer and Explanation

Introduction

Very often, individuals fail to show the presence of disease but still have depression, anxiety, and unhappiness. In some situations, people could complain of feeling unwell, but they do not have external symptoms or evidence to justify the same. The health-illness continuum can help examine these characteristic levels of wellness based on a paradigm ranging from premature death and high wellness levels (Kishan, 2020). This essay examines the application of the health-illness continuum in improving the wellness of healthcare givers.

The Health-Illness Continuum Perspective and its Importance in the health and the human experience when caring for patients

The Health-Illness continuum perspective represents a graphical or diagrammatic illustration of the concept of human well-being on their emotional and mental states. For some people, wellness is the direct opposite of illness, where the absence of disease conditions shows they are well (Swanson et al., 2019). Other individuals believe that having a healthy lifestyle or the potential to lead a healthy lifestyle is the real definition of wellness (Kishan, 2020). A pictorial illustration of the illness-wellness continuum is as follows.

Research the health-illness continuum and its relevance to patient care. In a 750-1,000-word paper, discuss the relevance of the continuum to

Fig 1: An illustration of the illness-wellness continuum.

The right side of the graph in Fig 1 shows the different degrees of wellness, while the left side shows illness levels. In this continuum, wellness is explained to be dynamic, in that it is not static, and that the patient is often changing in their present states. Individuals’ outlook is what contributes to their states of wellness for the positive vision of a person who has a disability or a disease, and such a person is likely to face the right side of the continuum (Ow & Poon, 2020).

This is unlike a healthy individual who has a negative outlook, feels anxiety, complains a lot, and is depressed. The latter would face the left side of the continuum, and their emotional and mental growth and wellness are hindered to the point that they experience the real state of wellness.

How Understanding the Health-Illness Continuum could Enable Healthcare Providers to Better-Promote the Value and Dignity of Individuals or Groups and Serve others in ways that Promote Human Flourishing

In caring for patients, understanding the health-illness continuum helps to improve the patients’ mental and emotional development. Healthcare givers can use this continuum to motivate the patients’ healthcare and have better health systems including but not limited to, preventing emotional and physical diseases (Sajnani, Marxen, & Zarate, 2017). This continuum is also essential in patient care as it helps to analyze the different developments and evaluate the patient progress.

A Reflection of my Overall State of Health and the Behaviors that Support or Detract from Health and Well-Being

Several behaviors support my overall state of health, and these include but are not limited to workouts, exercises, and healthy eating. I believe what I eat and my behaviors determine how I will show wellness. I have to continually keep my weight in check, where a negative shift in my BMI prompts me to change my diet and my workout strategies.

Besides hitting the gym at least thrice a week, I do regular jogging in the morning before embarking on my daily activities, which I believe serves a long way in improving my emotional well-being. I also walk for 30 minutes to the gym instead of using other less engaging means of transport. I have recently started consuming plenty of water and many greens, which I believe will help me improve my immunity from diseases.

Among the negative behaviors that could be distracting me from wellness is smoking, which I did not know its detrimental effects until a recent webinar on lung cancer. Also, I think I barely have enough time to have a healthy sleep. Lastly, I believe I spend too little time with my loved ones due to excessive engagement in my workplace.

Options and Resources that could help me to Move toward Wellness on the Health-Illness Spectrum

Among the essential resources to help me improve wellness on the spectrum are programs to stop my smoking habit. I receive a lot of pleasure from smoking, which I believe is healthy, but it is also clear that there are several adverse effects (Pickard, 2018). I have already accessed several support groups from smokers, which will help me improve my score in the spectrum. Also, I hope to use my digital calendar to manage my sleep schedules better.

Conclusion

An individual’s score in the health-illness spectrum is based on their feelings towards healthcare and their perceptions of their health conditions. People who feel that they lack some wellness despite all positive physical signs are more likely to show lower scores. As a healthcare giver, understanding the health-illness continuum helps improve the patients’ mental and emotional development.

I believe some of the behaviors that promote my scores are routine exercising and checking on my diet. Smoking, inadequate sleep, and disconnection from family are some of the things that could contribute to lower scores. Resources such as support groups for smokers could help me to improve my scores significantly.

References

Kishan, P. (2020). Yoga and Spirituality in Mental Health: Illness to Wellness. Indian Journal of Psychological Medicine42(5), 411-420. https://doi.org/10.1177/0253717620946995

Ow, R., & Poon, A. W. C. (2020). Theories on Mental Health, Illness and Intervention. Mental Health and Social Work, 3-21. https://doi.org/10.1007/978-981-13-6975-9_1

Pickard, S. (2018). Health, Illness and Frailty in Old Age: A Phenomenological Exploration. Journal of aging studies47, 24-31. https://doi.org/10.1016/j.jaging.2018.10.002

Sajnani, N., Marxen, E., & Zarate, R. (2017). Critical Perspectives in the Arts Therapies: Response/Ability across a Continuum of Practice. The Arts in Psychotherapy54, 28-37. https://doi.org/10.1016/j.aip.2017.01.007

Swanson, C., Thompson, A., Valentz, R., Doerner, L., & Jezek, K. (2019). Theory of Nursing for the Whole Person: A Distinctly Scriptural Framework. Journal of Christian Nursing36(4), 222-227. Doi: 10.1097/CNJ.0000000000000656

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