Hiv / Aids And Aids - 1356 Words

Just about two decades ago, HIV/AIDS pandemic was the only thing that is mentioned in social media (Gus â€Å"Introduction to HIV/AIDS†). Proved to be originally from Sub Saharan Africa (S.S Africa) region, HIV/AIDS has spread throughout not only the S.S. Africa, but it eventually becomes the global disaster in the late 20th century (Gus). HIV/AIDS has gained attention from the media when the death many patients by the new emerging disease is reported in Europe and US (Satpathy 27). However, these cases directly refer to S.S. Africa because infected patients either are originally from or have travelled around this region (Satpathy 28). In addition, out of 1000 blood samples result taken in Kinshasa in 1970s, scientists have found HIV positive among these blood sample (Satpathy 28). This means that HIV/AIDS have been circulating around this region for at least 10 to 12 years since HIV is an asymptomatic disease (Satpathy 41). However, the HIV/AIDS only becomes an epidemic in S .S. Africa around the late 20th century, shown in statistics that are taken from UNAIDS: Progress Report 1996-1997. Many people blame the poverty in S.S.Africa as the cause for letting this deadly disease out of control. Others criticize the African government for avoiding the responsibility of suppressing this epidemic. Certainly, in order to prevent a further pandemic, we need to study the actual explanation of this epidemic. This arises the question: Why did HIV/AIDS become an epidemic in the late 20thShow MoreRelatedHiv / Aids And Aids1472 Words   |  6 PagesHIV/AIDS is the major ongoing issue attacking sub-Saharan Africa. The damage caused by HIV/AIDS strips families, communities, and increases poverty. In Kenya, the plague has mainly targeted those in the fertile and reproductive age groups. According to estimates by the United Nations of AIDS (UNAIDS), â€Å"Indication of 22.5 million people were living with HIV in Africa, over 1.6 million people were estimated to have di ed from this syndrome, and well over 11 million children have been orphaned by AIDSRead MoreAids : Hiv / Aids Essay1330 Words   |  6 PagesLauren Kennedy United States HIV/AIDS Part 1: Background of Topic: What became later known as aids was detected in West Africa when scientists identified a species of chimpanzees that had a version of this virus in their immune system. They later found out that the disease was transmitted to humans and created into HIV when people hunted these animals for food and came in contact with their infected blood. Decade after decade this illness swooped over Africa like a blanket and began to spread toRead MoreHiv/Aids Essay1086 Words   |  5 PagesHIV/AIDS BSHS302 May 21, 2012 Faye Flanagan HIV/AIDS Social issues facing HIV/AIDS today are as diverse as the people that are affected by the disease. Advocating for a large group of people takes action at the macro human service practice. The goals and intervention strategies will be similar to micro human service and will involve the same strategies to bring justice to human rights for all members of society. One strategy is including a broader range of other diversity in research inRead MoreThe Epidemic Of Hiv And Aids1535 Words   |  7 Pagespopulation include providing access to health care, HIV testing and syringe services programs. The Office of HIV Planning in Philadelphia focuses on the needs of the population, conducts community outreaches and educational sessions. As previously stated, 32 state Medicaid programs reimburse for routine HIV screening of adults aged 15-65 years, regardless of risk. This policy allows for individuals to more likely participate in this screening process. HIV testing can be done through health care professionalsRead MoreThe Effects of Hiv/Aids2132 Words   |  9 Pages | QUESTION: Discuss the impact of HIV/AIDS on education. CONTENTS 1.) Introduction. 2.) Discussion. i.)   loss of professionals to the effects of HIV and AIDS ii)   Funds channeled to combat effects of HIV and AIDS on education in Kenya iii) High dropout rates to the effects of HIV and AIDS on education iv) The introduction of HIV and AIDS as a unit on the Kenyan syllabus v)  Ã‚   Stigmatizations caused by the effects of HIV and AIDS on education in Kenya 3.) Conclusion Read MorePrevalence Of Hiv / Aids1525 Words   |  7 PagesPrevalence of HIV/AIDS in Ohio It was already stated that the HIV/AIDS epidemic impacts persons regardless of sex, age, race/ethnic group and/or geographic region in Ohio, but certain populations seem to be more impacted than others. There are 11, 544,225 people living in Ohio. 80% are white, 12% are black, 3% are Hispanic, and less than 2% are Asian. Each year in Ohio, about 1,000 people are diagnosed with HIV. In 2013, 1,180 people were diagnosed. Overall, there are almost 20,000 known to be livingRead MoreStigma of Hiv/Aids1812 Words   |  8 PagesStigma of HIV/AIDS It goes without saying that HIV and AIDS are as much about social phenomena as they are about biological and medical concerns. From the moment scientists identified HIV and AIDS, social responses of fear, denial, stigma, and discrimination have accompanied the epidemic. Discrimination has spread rapidly, fuelling anxiety and prejudice against the groups most commonly affected, as well as those living with HIV or AIDS. One of the main reasons for this is the lack of educationRead MoreHiv/Aids in Nigeria6960 Words   |  28 PagesLITERATURE 2.0 INTRODUCTION HIV/AIDs has been ranked among the common disease of all times that is threatening us with the extinction of youths and adults. It is not only terrorizing the entire generation but also kills and leaves millions of orphans for the oldest grandparent to carter for. 2.1 HIV/AIDS IN NIGERIA According to USAID brief (2004), Nigerian epidemic is characterized by one of the most rapidly increasing rates of new HIV/AIDS cases in West Africa. Adult HIV prevalence increased fromRead More AIDS/HIV Essay2283 Words   |  10 PagesHuman Immunodeficiency Virus (HIV), can be transmitted through unprotected sexual intercourse, sharing contaminated needles and syringes, mother to child (perinatal) and contaminated blood product (National Association of Health Authorities, 1988). 1.2 PURPOSE OF THE RESEARCH Late HIV diagnosis remains a major problem among black Africans in England. In 2007, about 42 per cent of black Africans diagnosed with HIV were diagnosed late (HPA, 2008a). This compromises their survival chances becauseRead MoreAids : Hiv And The Pursuit Of Happiness1366 Words   |  6 PagesThe AIDS epidemic has been a controversial debate for many years. As Sturken says in her text, there is discourse on AIDS of hysteria and blame, but AIDS also produces a discourse of defiance and criticism (Sturken 147). Using Sturken’s article AIDS and The Politics of Representation and the film Living Proof: HIV and the Pursuit of Happiness I will discuss the two different discourses and views of AIDS. These simultaneous discourses on AIDS, result from the variation of ways people in our society

The Price Of A College Education - 3529 Words

The Price of a College Education: Tuition Discounting in Higher Education David Bryant Baruch College – The City University of New York The Price of a College Education: Tuition Discounting in Higher Education Offering a discount in college tuition has become a standard practice amongst private colleges and universities across the United States as a way of offsetting its published price of tuition—the sticker price—and aid from institutional grants and endowments for enrolling students. (Association of Governing Boards, 2014) This practice has become widely scrutinized as institutions employ a discount to their sticker price as a technique to control their enrollment to satisfy their own visions and preferences. This may not†¦show more content†¦The discount rate was 46.4 percent for first-year matriculated students in the fall of 2013 at campuses across the United States. According to NACUBO’s survey of 401 non-profit colleges, this demonstrates that tuition discounting is at an all time high, as this rate has increased from 44.8 percent in 2012 (Lapovsky, 2014). To demonstrate tuition discounting further, O’Shaughnessy (2011) describes how tuition discounting is employed and contends that most students and families are receiving some form of aid or discount: Here s an example of how tuition discounts work: Let s say the tuition is $40,000 and a student received the equivalent of a 49.1 percent price break. In this case, the student [received] a grant (free money) from the school for $19,640. Over four years, this award would be worth $78,560. That s hardly chicken feed. You shouldn t assume that only the students with the most stellar academic credentials get this money. According to the NACUBO study, nearly 88 percent of freshmen attending private schools received institutional grants, which is a historic high. I d hate to be among the 12 percent of freshmen who ended up empty-handed when the grants were being distributed. It is apparent that tuition discounting is a current ‘hot button’ issue in higher education today. And as such, it is necessary to explore this notion further. In so doing, this paper will explore the history of tuition discounting from

The Basseri of Iran the Tent People Free Essays

The Basseri are pastoral nomads that live in Iran and migrate along steppes and mountains throughout the year. The groups they live in are typically divided by independent households referred to as tents. They have a very deliberate political structure and are well organized. We will write a custom essay sample on The Basseri of Iran: the Tent People or any similar topic only for you Order Now Their leaders have to lead somewhat for the people because if the common Basseri do not agree or believe in the chief then they will take their herd to an alternative chief. The Basseri of Iran are a very traditional and focused community, the following pages should give you a small glimpse into their daily lives, their beliefs values and culture. The Basseri culture is made up of individual households which are referred to as tents. Each tent has independent ownership of the property in the tent unit and the livestock. The man is the head of his own tent. For ease they will combine multiple tents and herds the animals together. The Basseri break camp and move completely every three to four days. This is not uncommon to them, it’s their way of life. The women and children typically break down camp and move to the new location and set camp back up while the men herd the animals. Headmen are leaders of a camp that are recognized by the Basseri chief. There can also be what is called a White Beard, which is an informal leader that represents the camp if there is not a Headmen in the camp. These leaders represent each camp in political and administrative ways. Headmen can communicate much more freely with the Basseri chief than a common tribe member. The chief does not give them authority though. (Johnson, 1996) The Basseri chief is over a large centralized political system. He has extreme authority over all the members of the Basseri tribe. The chief is often own as the Khan. The Khan can give orders to anyone in the tribe and they must obey. This is called the omnipotent Khan. The chief status is shown by his urban villas or larger tents. All the members of the tribe acknowledge his authority and treat his immediate family almost as royalty as well. The Basseri faith is Shia Muslims. However, they do not follow the customs and rituals as the other Islamic followers. Their customers and rituals are based more on the life cycles and not religion. They do rituals and celebrate births, death, coming of age, etc. The fast of Ramadan and the feast of Moharram, which are of central importance to the surrounding Muslims, are observed only by a few Basseri. (Johnson, 1996) How to cite The Basseri of Iran: the Tent People, Papers

The Last Clinical Placement

Question: Identify ONE practical learning need from your last clinical placement, in relation to your continuing professional development. Critically reflect and critically analyse how you met this practical learning need on your THIRD year placement. Answer: Learning need from the last clinical placement: Going through the description of the nursing task that I performed in the elderly ward with the patient suffering from Alzheimers disease and diabetes it is starkly highlighted that I lacked the ability to work with confidence. The lack of knowledge in me regarding the handovers is also clearly depicted in my missing of noting down the essential details of the patient. It limited my efficiency of caring for the patient because as conveyed by O'Connell Penney (2001), without the complete knowledge of the medical details of the patient it is impossible to deliver an effective care service. It is evident from researches revealing a higher percentage of patients reflecting dissatisfaction with those nurses who lacks apt knowledge regarding the patients. I was aware that I prevent myself from asking questions about the patient during the handover. This limits me to extend my knowledge and hinders my capability of providing high quality care and therapeutic relationship towards the patients. Henderson et al. (2012) suggest that by questioning practices I will encourage myself to explore evidence around different patient management strategies. Considering the hospital where I worked, the hospital management system appeared unorganized. It led me to face issues while visiting the chamber of the ward manager. It consumed a lot of time and left me with very less time to prepare the handover. Although I was prepared for the handover, ultimately I had no time to prepare it and had to depend on my colleagues to prepare it correctly. According to Finnell, Osborne Gerard (2011), the medications and the interventions are the most important part for the recovery of a patient. If there is any kind of mistake in the intervention or medication the n entire treatment will go wrong. With the lack of adequate knowledge and confidence, I depicted the inefficiency to identify the details of medications and interventions of the patient thereby lowering my ability to help recovery of the patient efficiently. Initially I bored a very theoretical perspective regarding the patient information collection and trying to remember in a mechanical way. However, later on I developed the perspective necessary to conduct my work, which is to consider the care for the patients as a duty and service from heart. I felt happy that my colleagues helped me to make the handover successful. I was embarrassed due to the fact that being a student nurse working at level 6, I was supposed to do it rather than receiving guidance from others. I was concerned about my impression on others due to my incapability of conducting my own work efficiently and handling a small incident as such. It clearly indicated two things, firstly I was lacking the required knowledge for a successful handover and secondly, I was deeply lacking in relevant clinical knowledge for handover preparation. Research suggests, when student nurse are placed in clinical situation they tend to face issues due to lack of practical knowledge and an xiety developed due to self-consciousness (Mellinclavage, 2011). With regard to personal learning experience, it was a valuable experience. As far as pre-registered student nurse is concerned they are not expected to know everything of a clinical situation. I am happy, that I have identified my practical need much ahead of my final placement as a registered nurse. If this incident had occurred during my professional career, it would have affected me much from professional as well as personal point of view. I was strongly supported by colleagues, mentor and my friends also. This was another factor, which helped me in overcoming fear, anxiety and developed my skills. Research shows support of senior staffs enhances the handover skills and only through their support, the newly registered nurse can gain knowledge and perform better (Kerr et al. 2011). Critical analysis of meeting the need: In order to rectify my mistakes and improve my efficiency in aspect of confidence and knowledge regarding the handovers, I need to adopt a more patient-centric approach for my nursing practice. As opined by Tilford Dylak (2015), improvement of the patient care efficiency can be brought about by searching for nursing journals, and articles, which suggest how to go for an effective handover. Following this, I collected all recent articles from Google database, MedLine, PubMed and CINHAL database. I categorised them as per my need. Post categorisation, I made notes of handover protocols recommended, skills required for handover and how to perform better in pressurised situation. As per the articles and journals, I noted down all those information, which I need to share with my colleague who will be taking over charge from me. I also made some notes on exactly what to make her understand in which aspects. I realised it is essential to prepare a note prior to handover. However, at the same time it seemed to be time consuming. In an environment like health care sector being a nurse or a student nurse, I cannot afford to spend much time behind such note preparation. In addition, I was getting heavily used to it, which was making my progress very slow in practical. I decided to reduce the note to such points, which are of utmost importance. It is evident in several studies by Bhabra et al. (2007) that note taking during a verbal handover significantly improved the amount of information retained. On missing any information regarding the patient from the handover, I can go through patient folders and note down the information that I misheard or missed. I followed the patient file as a guide. Although, I was very nervous due to the amount of accountability but it gave me an immense pleasure as well as confidence to go for my next handover without any note preparation. This practice improved my self-consciousness along with the enhancement of my communication skills with the colleagues. As conveyed by Sturm Dellert (2015), it reduced the feeling of low self-esteem. As a nurse, I determined to approach the patients personally and utilise my enhanced communication skills to develop a close relationship with them. It enabled me to identify their issues and requirements along with the details noted in the handover. I got the idea of which tasks to prioritise keeping in mind the concerns and needs of the patient. It assisted highly in the delivery of an effective health care service earning higher level of satisfaction from the patients. The experience helped me to gain self-confidence. I was able to fasten my process of writing the handover (Currie, 2002). This helped me to reduce the time to a considerable extent. It also helped me to gain information about the patient. Taking notes helped me to keep a track of the necessary information about the patient. I could reduce my mistakes to a considerable extent. The patient file provides detailed information about the patient. I could easily add new information about the patient in the hardcover. This helped be perform my job in a more efficient manner. Nursing handover is defined as oral communication with the person who is taking charge in context of patient health status and interventions. Although, many scholars argue for a written context also, still the most accepted one is the oral communication. nal (2012) opined communication as the key to successful caring relationship towards the patient and effective teamwork. The central theme of any handover is the patient safety, which has been supported constantly by scholars from years. The reflective model proposer John has also defined handover as an aesthetic value added by a nurse by briefing colleague about patient health (John, 2013). Research articles indicated observation could help in improving the handover skills (Gordon Findley, 2011). Whatever knowledge I have accumulated with regard to handover, it was through observing my seniors and staff colleagues. Nevertheless, currently the SBAR tool is made which has included different skills and requirements to make handover to be effective for students or qualified nurses, as this will shape them to be eligible and ready for clinical placement. I was lacking in knowledge of handover, which should not have occurred if I would have given proper attention towards my curriculum (Wilson, 2011). Although, research suggest there is a huge gap between theory and practical in context of nursing where students fail to implement theoretical knowledge in a practical situation. While searching Internet database, I found OSSIE guidelines for clinical handover published by Australian Commission for Safety and Quality in healthcare (2010) (Manser Foster, 2011). It was a wonderful guideline, which has not only explained how a handover process should be, but also has different sections on how handover guidelines developed based upon evidence-based studies. I think searching for this and such other guidelines earlier would have helped me in effective handling of situations to improve my handover management skills and activities. Research suggest written handover can act as helping guide for those nurses and other allied staffs who have been managed service and less knowledge about the settings (Welsh, Flanagan Ebright, 2010). At the same time, it reduces the time of reporting. I was happy, that my approach towards handover in a written format was not odd and research has shown its advantages too. The staff colleagues gave me good support and said they also have faced similar issues during their student time. This gave me good amount of self-confidence that I can also attain such expertise only by improving my knowledge and implicating it in my routine practice. While improving my capabilities of confidence and knowledge about handovers in the nursing practice I also identified the learning need for developing an effective communication skill to ensure an efficient nursing practice. Communicating with staff nurses with regard to the encountering problems can help in solving them with ease (Levett-Jones Burgeois, 2010). As I saw, regularly working with other staff nurses and clearing doubts slowly reduced my dependency upon notes. Bi-directional communication has also been suggested as a tool for development of nursing skills (Drach Shilman, 2015). The failure in carrying out a handover resulted in valuable feedback from my team and my staff nurses. Research suggests, when student nurses are given valuable feedback on their work in a positive way, the chances of error reduces. Feedback also helps student nurses to assess their knowledge and skills, improvise upon their loopholes and march towards perfection (Henderson et al. 2012). During m y handover, I was so disturbed I have uttered patient name and age in a loud voice to my staff nurse, which I was not supposed to as it breached patient confidentiality. Time management is an important aspect to be learnt by a nurse. I learnt from my experience that the handover contains the most important information about the patients. If I fail to put them accurately, especially information about the medication and intervention then it can result in any kind of wrong treatment risking the patients life. I have to be very careful while preparing the handover. My experience reveals that a nurse has to be very patient towards the patients and colleagues to manage the several complexities that might arise in the nursing practice. Another thing, which I learnt from my experience, is that a nurse should have clear idea about the tasks to be performed. The nurse should not take any decisions based on assumptions as assumptions can lead to big mistakes. Conclusion: The current essay reveals the significance of developing an effective communicative skill by the nurses to ensure the efficiency in handover preparation. The inability of the student nurse in preparing an accurate handover for the patient is seen to affect the patients health massively. Especially it is potential in producing detrimental results to the patients due to incidents as wrong treatment. However, SBAR tool and other such mechanisms emerge efficient in developing the capability of preparing a correct handover of patient. The essay also identifies the learning need for time management as well, which is vital in the nursing practice context. References Bhabra, G., Mackeith, S., Monteiro, P., Pothier, D. D. (2007).An Experimental Comparison of Handover Methods.Annals of The Royal College of Surgeons of England, 89(3), 298300. Currie, J. (2002). Improving the efficiency of patient handover. Emergency Nurse, 10(3), 24-27. doi:10.7748/en2002.06.10.3.24.c1064 Drachà ¢Ã¢â€š ¬Ã‚ Zahavy, A., Shilman, O. (2015). Patients' participation during a nursing handover: the role of handover characteristics and patients' personal traits.Journal of advanced nursing,71(1), 136-147. Finnell, D., Osborne, F., Gerard, V. (2011). Development of the Patient-Centered Recovery Resource System for Veterans on Long-term Mental Health Medications.Archives Of Psychiatric Nursing,25(4), 235-244. doi:10.1016/j.apnu.2010.08.006 Gordon, M., Findley, R. (2011). Educational interventions to improve handover in health care: a systematic review.Medical education,45(11), 1081-1089. Henderson, A., Cooke, M., Creedy, D. K., Walker, R. (2012). Nursing students' perceptions of learning in practice environments: A review.Nurse education today,32(3), 299-302 Johns, C. (2013).Becoming a reflective practitioner. John Wiley Sons. Kerr, D., Lu, S., McKinlay, L., Fuller, C. (2011). Examination of current handover practice: evidence to support changing the ritual.International journal of nursing practice,17(4), 342-350 Levett-Jones, T., Bourgeois, S. (2010).The clinical placement: An essential guide for nursing students. Elsevier Health Sciences. Manser, T., Foster, S. (2011). Effective handover communication: an overview of research and improvement efforts.Best practice research Clinical anaesthesiology,25(2), 181-191 Melincavage, S. M. (2011). Student nurses' experiences of anxiety in the clinical setting.Nurse education today,31(8), 785-789. O'Connell, B., Penney, W. (2001). Challenging the handover ritual. Collegian, 8(3), 14-18. doi:10.1016/s1322-7696(08)60017-7 Sturm, B., Dellert, J. (2015). Exploring nurses' personal dignity, global self-esteem and work satisfaction.Nursing Ethics. doi:10.1177/0969733014567024 Tilford, S., Dylak, P. (2015). What leaders need to know about patient safety collaboratives.Nursing Management,21(9), 11-11. doi:10.7748/nm.21.9.11.s11 nal, S. (2012). Evaluating the effect of self-awareness and communication techniques on nurses' assertiveness and self-esteem.Contemporary Nurse, 1839-1862. doi:10.5172/conu.2012.1839 Welsh, C. A., Flanagan, M. E., Ebright, P. (2010). Barriers and facilitators to nursing handoffs: Recommendations for redesign.Nursing outlook,58(3), 148-154 Wilson, R. (2011). Improving clinical handover in emergency departments: Ron Wilson reviews findings from an audit of a simplified handover process that can involve patients and their families in discussions about care.Emergency Nurse,19(1), 22-26.