Strategy

Project Title
A1. Strategy
??Under this item, you are required to discuss how you went about asking your social determinants questions. For example: “During the assessment, social determinants were discussed to determine the social status of the patient. Social determinants are important for determining access to health care, ability to afford care, and ability to maintain health and well-being. The questions were presented in a non-threatening, face-to-face format, which allows for improved interpretation of verbal and non-verbal cues and were mostly open-ended in order for the patient to describe and expand on the answers. The patient’s answers help determine if the patient can afford, have access to, and understand importance of healthcare and disease prevention.

A1a. Discussion of Key Questions

??Here, you are required to identify and discuss key questions that are appropriate for a healthcare setting to effectively assess five social determinants. Name each question you used and give a brief statement as to why you chose that question.

A1b. Responses to Key Questions
? State the patient’s responses to each of the social determinants questions and give a brief statement as to how each answer will promote your thinking as to how you will want to change or add to his/her plan of care. Later in the paper, you actually choose the 3 highest priority determinants for which to create a plan of care; however, you still want to, in this section, state how you might address each response. For instance, if in response to a question about the patient’s social support system, the patient says, “My social support system consists of my wife, my parents, and a handful of close friends, all of whom we hang out with on a fairly regular basis,” you can now ascertain that the patient seems to have a fairly solid social support system. You might then suggest that since the patient seems to be so well-supported, he can choose one as an accountability partner for nutrition and exercise since social support is an integral part of following through wellness activities. If the patient has good access to healthcare, you may suggest that he/she receive annual flu vaccines and be proactive about getting preventive care for which health insurance reimburses. Be creative because most of our students’ “patients” are healthy and have very few priority social determinants. Most of our suggestions and plan of care will focus on prevention.

A2. Economic Stability

??You are required to provide a logical and accurate interpretation of the relationship between the patient’s economic stability and access to healthcare. You should endeavor to address each of the points that you provide. You may find that you’re repeating yourself a bit from the section before, but that’s ok. Start this section with how economic stability impacts access to healthcare in general and then narrow down to your specific patient and how his or her economic stability impacts his/her access to healthcare.

A3. Educational Status

??Your discussion of this item should demonstrate a clear understanding of the patient’s educational status and how it affects his or her health. The analysis should be clearly articulated and well-supported. Again, you’ll want to start with how education impacts access to healthcare for anyone, in general, and then narrow down to how education impacts your patient’s access to healthcare.

A3a. Health Literacy

??Your discussion of this item should demonstrate a clear understanding of the patient’s health literacy and how it affects health. Again, start with how anyone’s health literacy impacts access to healthcare and then end with how your specific patient’s health literacy impacts access to healthcare.

A3b. Educational Opportunities and Barriers

??Under this item, you are required to discuss specific, plausible healthcare barriers, as well as opportunities the patient might face because of his or her educational status. Again, start general (as stated in the sections above) and end with your specific patient.

A4. Effect of Health on Quality of Life

??Your analysis here should demonstrate a clear understanding of how the patient’s health/healthcare status affects quality of life. The analysis should be well-reasoned and supportable. Again, start general (as stated in the sections above) and end with your specific patient.

A5. Neighborhood and Environmental Impacts

??Here, you are required to discuss how the patient’s neighborhood and environment affects access to health, ensuring that your analysis is both logical and clear. Again, start general (as stated in the sections above) and end with your specific patient.

A5a. Healthcare Received in Low- and High-Income Areas

??Your discussion of this item should highlight the similarities and differences in the healthcare a patient receives in low- and high-income areas. Your comparison should be both clear and effectively articulated. Make sure that at the end of this section you add where your own specific patient falls – do they live in a high- or low-income area and how does this impact them?

A5b. Rural versus Urban Healthcare Access

??Your discussion should logically address how access to healthcare differs for patients living in rural versus urban areas, and the discussion should be well-supported – and then you should add where your specific patient falls in this category – rural or urban – and how this impacts him/her.

A5c. Neighborhood Healthy Food Options

??The discussion of this item should provide specific, plausible reasons for how a patient’s neighborhood
affects his or her access to healthy food options. Your reasons should be logical and supportable. At the end of this section, you want to bring it back to your specific patient and how his/her neighborhood food options impact his/her ability to eat healthy foods.

B. Discussion of Social Determinants

??Under this item, you are required to provide an accurate interpretation of why social determinants need to be addressed in the comprehensive health assessment.

B1. Identification of Social Determinants

??You are required to identify 3 highest priority social determinants. These should be accurate, logical, as well as relate to the patient. Again, you will need to be creative and will probably need to focus on prevention for most of your patients, which will consist of educating them. For instance, you might use access to
healthcare and focus on educating your patient on identifying whether or not your patient understands the importance of prevention and educating your patient on finding out what incentives his/her insurance offers in the way of participating in wellness programs. For neighborhood/home environment, you might educate your patient on importance of home safety, i.e. having handrails on stairwells, non-skid rugs next to showers and tubs, and smoke alarms in place as well as developing a fire evacuation plan.

B2. Patient Plan of Care

??The patient plan of care that you develop should be logical and should plausibly address the three priority social determinants. See above for ideas about your plan of care. You can use a table and can use nursing diagnoses if you want, but just a generic plan is acceptable and is used by many students. Any plan that is logical and presents a plausible plan implementation has worked for many students.

B2a. Plan Implementation

??Your discussion should address implementation of the plan based on the social determinants that you identified. Your implementation does not need to be fancy. Maybe your plan will just consist of verbally educating your patient and/or printing out the information in handouts so that information can be reviewed at home.

B2b. Implementation Barriers

??The barriers that you identify should be discussed in detail. Your discussion should be logical, as well as relevant to the interventions discussed in part B2. Again, these don’t need to be fancy. Many times our implementation barriers are time constraints, a patient’s lack of interest, or lack of assigning importance to issues.

B2c. Individuals Involved in Interventions

??Your discussion should provide an accurate analysis of who needs to be involved in the interventions. Also, the ideas that you present should be logical and well supported. Typically, interventions are most effective when we include the closest members of the patient’s social support system.

B3. Plan Effectiveness

??Your discussion of this item should demonstrate an accurate evaluation of the effectiveness of the patient’s plan of care. The discussion should be well supported and relevant. There is no need to develop elaborate evaluation plans for this section. You might just use the teach-back method to evaluate education.

B4. Summation of the Impact of Social Determinants

??Your summary should be logical and relevant; it should also demonstrate an accurate understanding of the impact of social determinants on the patient’s overall well-being.

C. Sources

??Your submission should include in-text citations for sources that are properly quoted, paraphrased, or summarized, as well as a reference list that accurately identifies the author, date, title, and source location.

Professional Communication
??Be sure to provide in-text citations when you quote or summarize an outside source, as well as include the citation in the references section of your paper.
??Also, ensure that in-text citations are in APA format (Author, Year).

The content of your paper should reflect attention to detail, should be organized, and focus on the main ideas, as prescribed in the task, or chosen by you. Terminology is important and should be used correctly to effectively convey the intended meaning. Also, mechanics, word usage, and grammar tend to promote accurate interpretation and understanding and it is recommended that you pay close attention to those.

References
??List in APA 6th edition Format
Additional Tips:
??This performance assessment is an APA-formatted paper and CANNOT be completed in PowerPoint format
??Do not combine responses to each of the items in the task rubric. Keep your discussion of each of the items in the same chronological order as listed in the rubric. This makes it easy for the evaluator to identify your answers and grade your paper. In addition, it will keep you focused on what information is needed as you write your paper. Answer one section, then move on to the next.
??It is always a good idea to restate the question while answering/discussing the item in the task rubric. This will allow you to keep your answer/discussion focused.
??This paper is considered a high-stakes performance assessment and it is at the evaluator’s discretion whether or not the paper passes. We are not allowed to proofread the paper. Course mentors are here to help provide you with interpretation of the task requirement and get you on the right track, once you have identified which rubric item you are having trouble with.
??Please access TaskStream and review the task instruction (Directions for the Author) before using this document. The rubrics are designed to facilitate your understanding of how your work will be evaluated.

This performance assessment DOES require researching OUTSIDE the Course of Study
??Some responses may be similar. Remember: RESTATING is always better than having to revise.
??Information derived from patient interview is acceptable and can be cited in-text; however, it cannot be included in the bibliographic reference page provided on the last page of the document.
??There is no limit to the number of pages for this paper (average length is in the region of 10 +/- 2 pages). However, the primary objective is that you answer what is being asked with expert perspective, and that you provide substantial detail in your discussion.
??No more than 30% of outside sources may be used in the completion of this task. Otherwise, the paper will be returned and counted as a failed submission. Please reach out to the Center for Writing Excellence (CWE) for help with articulation, acceptable citation and referencing.

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