SOC313 Ashford Managing Patients with End Stage Disease Presentation Staff Orientation: Managing Patients with End-Stage Disease [WLOs: 1, 2, 3, 4] [CLOs:

SOC313 Ashford Managing Patients with End Stage Disease Presentation Staff Orientation: Managing Patients with End-Stage Disease
[WLOs: 1, 2, 3, 4] [CLOs: 1, 2, 3, 4, 5, 6, 7]

Prior to beginning this assignment, read Chapters 6 and 7 from the course textbook, the Educational and Community-Based Programs (Links to an external site.), What Is Hospice? (Links to an external site.), What Is Palliative Care? (Links to an external site.), What Are Palliative Care and Hospice Care? (Links to an external site.), and What Is End-of-Life Care? (Links to an external site.) web pages, and this week’s Instructor Guidance.

For this assignment, you will prepare a PowerPoint presentation with detailed speaker’s notes that is written from the perspective of being a practice manager for a community health center within a safety net hospital. Recall from HCA205 that a safety net hospital is one that provides care for patients regardless of their insurance status or ability to pay. The federal government provides subsidies to safety net hospitals to help care for non-paying patients.

The goal of this presentation is to prepare an in-service training for clinic staff members to fully understand the challenges faced by cancer or HIV/AIDS patients as they near the end-stage of their disease along with support options for patients and caregivers.

You may choose to create this assignment covering patients with end-stage cancer or end-stage HIV/AIDS. Once you have chosen the disease focus, choose the patient’s age range from one of the following:

Childhood/Adolescence: 0–18 years
Adult: 19–64 years
Elderly: 65+ years

Introduction:

Begin your presentation by including a title slide that includes the following:

Title of the presentation
Student name
Course name and number
Instructor name
Date submitted

Next, create an overview slide that briefly describes the required components covered within the presentation. Add bulleted points for each of the topics covered. Briefly describe each bulleted point in the speaker’s notes section. It is also recommended that you review the PowerPoint Instructions Handout as guidance for properly building this presentation. See the bullet points and speaker’s notes information below. The remaining slides will address the content of the presentation and the references.

The content must address the following required components:

Identify the disease you chose. Include a brief description of the disease itself.
What is the disease (e.g., lung cancer, colon cancer, breast cancer, prostate cancer, leukemia, HIV, AIDS, etc.)?
Explain the following changes that can occur due to the disease:
Biological
Psychological
Social
Explain Western Medicine and Complementary and Alternative Medicine (CAM) treatment options available for the patient.
Explain the way treatment options affect the patient and caregivers based on the following factors:
Physical toll
Emotional toll
Social toll (changes in social interactions)
Financial toll (socioeconomic status)
Based on the age-range chosen, discuss the patient’s perception related to the disease on the following factors:
Thoughts, beliefs, and fears that may be held by the patient.
The role culture (race/ethnicity, religion/spirituality) plays in quality of life as the disease progresses.
Why is it important for health care workers to understand these perspectives?
Discuss biases and stigmas associated with the disease.
Identify where those biases and stigmas may present within micro- and meso-level interactions (e.g., family, friends, colleagues, medical providers, etc.).
Analyze the needs of a person and their caregivers facing the end-stage of the disease.
What changes need to occur in the home to support the patient and the caregiver(s)?
What services are needed to assist in the care and management of the home?
What are the emotional needs of the people within the micro level? How will they be addressed?
What other types of health care providers may be enlisted to support the patient’s quality of life?
Research community-based programs that can possibly meet the needs of those receiving palliative, Hospice, and/or end-of-life care.
Discuss the availability of the services you identified within your community.
Identify costs and payment methods for the services.
How will the family/caregivers be burdened by enlisting additional services?
Discuss the rationale behind collaborative efforts in health care.
Summary
Explain your rationale as to why the information in this presentation is important for the staff to know.
Explain why this information is important to the patient, caregivers, and family to know as they navigate the health care system and community resources.
References

Creating the Final Presentation

The Final Presentation must:

Must be 20 to 22 slides in length (not including title and references slides) with speaker’s notes for all content slides, and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)’s How to Make a PowerPoint Presentation (Links to an external site.).
See the Citing Within Your Paper (Links to an external site.) and Formatting Your References List (Links to an external site.) resources in the Ashford Writing Center for APA guidelines.
Consider these help tools:
PowerPoint Best Practices
Don McMillan: Life After Death by PowerPoint (Links to an external site.) (click on the following links to view theaccessibility statement (Links to an external site.) or the privacy policy (Links to an external site.))
Wikimedia Commons (Links to an external site.)can also help you explore creative commons images (privacy policy (Links to an external site.))
Use at least five scholarly or credible sources (at least two should be from the Ashford University Library).
The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. You may also want to review What Is CRAAP? A Guide to Evaluating Web Sources (Links to an external site.). If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Submit your final presentation via the classroom to the Waypoint Assignment submission button by Day 7 (Monday) no later than 11:59 pm.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment. SOC313 PowerPoint Instructions
1. Please visit How to Make a PowerPoint Presentation at the AU Writing Center to view directions
on creating a scholarly PowerPoint. The directions include information such as font size, number
of bullet points for each slide, adding images, adding Speaker’s Notes as well as how to add and
format citations and references.
2. Each slide must include detailed Speaker Notes. The word count guideline for the Speaker Notes is
approximately 100 to 200 words depending on the number of components covered on the slide.
3. Must be presented using Microsoft PowerPoint slide presentation software. Follow the
directions on the How to Make a PowerPoint Presentation page that allow you to download
Microsoft PowerPoint for free if you do not have Microsoft PowerPoint.
4. Must utilize academic voice. See the Academic Voice resource for additional guidance.
a. Each slide must have detailed speaker notes written in paragraph format with APA formatted
citations where applicable. You can review the tutorial using this link: adding speaker notes to
your presentation. You can also click on the following links to view the accessibility statement,
and the privacy policy.
i.
What are speaker notes? Speaker notes are located under each slide. This area must contain
the narrative portion of your presentation. The speaker notes are to be typed in paragraph
format. The notes explain in detail each of the bulleted points that you have placed on the
slide. Whereas the slides will have short bulleted points (statements), the spe aker notes will be
more detailed. They are essentially what the presenter would say during the presentation to
explain each of the bulleted points on the slide. Therefore, it is important that the speaker
notes are concise and detailed when explaining the bullet points. The speaker notes must also
contain citations for the referenced material used in the narrative.
5. It is recommended that PowerPoint slides contain four to five bullet points and should not contain
more than 5 – 7 words each. Do not type paragraphs or long sentences on the slide. The
information that explains each bullet point is conveyed via speaker note. Present the issues with
critical thought.
6. The Presentation must be visually engaging. For assistance with designing the visuals for your
presentation, view the video Don McMillan: Life after death by PowerPoint (click on the following
links to view the accessibility statement or the privacy policy) or the PowerPoint Best Practices
tool.
7. Slides should follow the organization as shown in the directions, with a clear and logical
progression of ideas.
Educational and Community-Based Programs
Goal
Increase the quality, availability, and effectiveness of educational and community-based programs
designed to prevent disease and injury, improve health, and enhance quality of life.
Overview
Educational and community-based programs play a key role in:
Preventing disease and injury
Improving health
Enhancing quality of life
View HP2020 Data for:
Educational and Community
Based Programs
Health status and related health behaviors are determined by influences at multiple levels: personal,
Midcourse Review Data
organizational/institutional, environmental, and policy. Because significant and dynamic
Are In!
interrelationships exist among these different levels of health determinants, educational and
Check out our interactive
community-based programs are most likely to succeed in improving health and wellness when they
infographic to see progress
address influences at all levels and in a variety of environments/settings.
toward the Educational and
Why Are Educational and Community-Based Programs Important?
Educational and community-based programs and strategies played an important role in reaching
Community Based Programs
objectives and other Healthy
People topic areas.
Healthy People 2010 objectives. Over the next several years, they will continue to contribute to the
improvement of health outcomes in the United States.
Educational and community-based programs and strategies are designed to reach people outside of traditional health care settings. These
settings may include:
Schools
Worksites
Health care facilities
Communities
Each setting provides opportunities to reach people using existing social structures. This maximizes impact and reduces the time and
resources necessary for program development. People often have high levels of contact with these settings, both directly and indirectly.
Programs that combine multiple—if not all 4—settings can have a greater impact than programs using only 1 setting. While populations
reached will sometimes overlap, people who are not accessible in 1 setting may be in another.1
Using nontraditional settings can help encourage informal information sharing within communities through peer social interaction. Reaching out
to people in different settings also allows for greater tailoring of health information and education.
Educational and community-based programs encourage and enhance health and wellness by educating communities on topics such as:
Chronic diseases
Injury and violence prevention
Mental illness/behavioral health
Unintended pregnancy
Oral health
Tobacco use
Substance abuse
Nutrition
Physical activity
Obesity prevention
Back to Top
Related Topic Areas
Understanding Educational and Community-Based Programs
Health and quality of life rely on many community systems and factors, not simply on a wellfunctioning health and medical care system. Making changes within existing systems, such
as improving school health programs and policies, can effectively improve the health of many
in the community.
Access to Health Services
Adolescent Health
Early and Middle Childhood
Cancer
Chronic Kidney Disease
More
For a community to improve its health, its members must often change aspects of the
physical, social, organizational, and even political environments in order to eliminate or
reduce factors that contribute to health problems or to introduce new elements that promote better health. Changes might include:
Instituting new programs, policies, and practices
Changing aspects of the physical or organizational infrastructure
Changing community attitudes, beliefs, or social norms2
In cases where community health promotion activities are initiated by a health department or organization, organizers have a responsibility to
engage the community. Realizing the vision of healthy people in healthy communities is possible only if the community, in its full cultural,
social, and economic diversity, is an authentic partner in changing the conditions for health.2
Emerging Issues in Educational and Community-Based Programs
Three emerging public health issues in the area of educational and community-based programs have been identified.
1. Adopting a Whole School, Whole Community, Whole Child approach to reduce dropout rates.
The Whole School, Whole Community, Whole Child (WSCC) model expands on the 8 elements of the U.S. Centers for Disease
Control and Prevention’s (CDC) Coordinated School Health (CSH) approach and is combined with the whole child framework. CDC
and the Association for Supervision and Curriculum Development (ASCD) developed this expanded model—in collaboration with key
leaders from the fields of health, public health, education, and school health—to strengthen a unified and collaborative approach
designed to improve learning and health in our Nation’s schools.
2. Establishing an evidence base for community health and education policy interventions to determine their impact and effectiveness.
3. Increasing the number and skill level of community health and other auxiliary public health workers to support the achievement of
healthier communities.
These issues are important to the field of public health and warrant further research,
analysis, and monitoring to fully understand their effects on educational and communitybased programs.
References
1Gamm
L, Castillo G, Williams L. Education and community-based programs in rural areas: A
Learn More
Charting the Future of Community
Health Promotion
Reframing School Dropout as a
Public Health Issue
literature review. In: Rural Healthy People 2010: A companion document to Healthy People
2010, Volume 3. Gamm L, Hutchison L, editors. College Station, TX: The Texas A&M
University System Health Science Center, School of Rural Public Health, Southwest Rural Health Research Center; 2004. p.167-86. Available
from: http://www.srph.tamhsc.edu/centers/rhp2010/Volume_3/Vol3Ch4LR.pdf [PDF – 81 KB]
2Institute
of Medicine. The future of the public’s health in the 21st century. Washington: National Academies Press; 2003.
Back to Top
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Site last updated 09/11/19
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Menu
What is Hospice?
Hospice is:
Medical care to help someone with a terminal illness live as well as possible for as long as possible, increasing quality of life.
An interdisciplinary team of professionals who address physical, psychosocial, and spiritual distress focused on both the dying
person and their entire family.
Care that addresses symptom management, coordination of care, communication and decision making, clarification of goals of
care, and quality of life.
Read how hospice is a family affair.
Take the Hospice Knowl
Quiz
Have a question? Ask an e
When is it time for hospice?
Deciding when it’s time for hospice is difficult and should be discussed with loved ones and a physician. It is generally time for hospice
when:
The patient has 6 months or less to live, according to a physician.
The patient is rapidly declining despite medical treatment (weight loss, mental status decline, inability perform activities of daily
living).
The patient is ready live more comfortably and forego treatments aimed at prolonging life.
?
List of Services
The vast majority of hospices follow Medicare requirements to provide the following, as necessary, to manage the illness for which someone
receives hospice care:
“It’s been so
Karen Jone
young wife
marathon r
living with
cancer shared her hospice ex
on HFA’s television special, “H
Something More.”
Time and services of the care team, including visits to the patient’s location by the hospice physician, nurse, medical social worker,
home-health aide and chaplain/spiritual adviser
Medication for symptom control or pain relief
Medical equipment like wheelchairs or walkers and medical supplies like bandages and catheters
Physical and occupational therapy
Speech-language pathology services
Dietary counseling
Any other Medicare-covered services needed to manage pain and other symptoms related to the terminal illness, as recommended
by the hospice team
Short-term inpatient care (e.g. when adequate pain and symptom management cannot be achieved in the home setting)
Short-term respite care (e.g. temporary relief from caregiving to avoid or address “caregiver burnout”)
Grief and loss counseling for patient and loved ones
What’s Not Covered
Not all services provided to patients enrolled in hospice care are covered by the Medicare Hospice Benefit. The benefit will not pay for:
Treatment intended to cure your terminal illness or unrelated to that illness
Prescription drugs to cure your illness or unrelated to that illness
Room and board in a nursing home or hospice residential facility
Care in an emergency room, inpatient facility care or ambulance transportation, unless it is either arranged by the hospice team or
is unrelated to the terminal illness
Not just for cancer (or adults) anymore
It is not surprising that people often associate hospice with cancer. In the mid-1970s when hospice came to the U.S., most hospice patients
had cancer. Today, more than half of hospice patients have other illnesses for which they are medically eligible for hospice services, such as
late-stage heart, lung or kidney disease, and advanced Alzheimer’s disease or dementia. Hospice also once was exclusively for adults but
today many hospice programs accept infants, children and adolescents.
Medical eligibility
To receive hospice services, a hospice physician and a second physician (often the individual’s attending physician or specialist) must certify
that the patient meets specific medical eligibility criteria; generally, the patient’s life expectancy is 6 months or less if the illness, disease or
condition runs its typical course. However, if the individual lives longer than six months and their condition continues to decline, they may
be recertified by a physician or nurse practitioner for additional time in hospice care. Similarly, if a hospice patient’s condition improves,
Caregi
Guide
Dying
Proces
Learn Mor
Community Hospice Options
Chinese Language Resources
Spanish Language Resources
LGBT Resources
Quality Hos
Looking fo
provider? H
suggestion
things to co
Hospice: Somet
A rare glimpse
lives of hospic
they may be discharged from hospice care. The patient is eligible for hospice again if his or her condition begins to decline.
Care comes to the patient
Hospice services are provided in the setting that the patient calls home, which may be their private residence or that of a loved one, a
hospital, assisted living center, or nursing home. Some hospices have their own long-term residential center where they provide hospice
care.
Facing tough decisions near the end of life
When determining if hospice is the right decision, these questions will guide the conversation. Do you/your loved one want:
artificial nutrition and hydration (whether or not to have a feeding tube or intravenous fluids)?
cardiopulmonary Resuscitation (CPR) (whether or not to restart the heart if it stops beating)?
mechanical ventilation (intubation) (whether or not to use a breathing machine to breathe for a person whose lungs have stopped
working)?
to discontinue treatment aimed at curing the disease in order to pursue comfort care?
Hospice seems like the right decision? Here are some next steps:
Learn about how to access hospice care.
Learn about paying for hospice.
Learn about choosing a hospice provider.
Learn about preparing for hospice care.
?Is your loved one in a nursing home? Learn more about recieving hospice in a nursing home here.
HFA provides leadership in the development and application of hospice and its philosophy of care with the goal of enhancing the U.S. health care system and the role of hospice
within it.
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Login
Register
0 items
Menu
What is Hospice?
Hospice is:
Medical care to help someone with a terminal illness live as well as possible for as long as possible, increasing quality of life.
An interdisciplinary team of professionals who address physical, psychosocial, and spiritual distress focused on both the dying
person and their entire family.
Care that addresses symptom management, coordination of care, communication and decision making, clarification of goals of
care, and quality of life.
Read how hospice is a family affair.
Take the Hospice Knowl
Quiz
Have a question? Ask an e
When is it time for hospice?
Deciding when it’s time for hospice is difficult and should be discussed with loved ones and a physician. It is generally time for hospice
when:
The patient has 6 months or less to live, according to a physician.
The patient is rapidly declining despite medical treatment (weight loss, mental status decline, inability perform activities of daily
living).
The patient is ready live more comfortably and forego treatments aimed at prolonging life.
?
List of Services
The vast majority of hospices follow Medicare requirements to provide the following, as necessary, to manage the illness for which someone
receives hospice care:
“It’s been so
Karen Jone
young wife
marathon r
living with
cancer shared her hospice ex
on HFA’s television special, “H
Something More.”
Time and services of the care team, including visits to the patient’s location by the hospice physician, nurse, medical social worker,
home-health aide and chaplain/spiritual adviser
Medication for symptom control or pain relief
Medical equipment like wheelchairs or walkers and medical supplies like bandages and catheters
Physical and occupational therapy
Speech-language pathology services
Dietary counseling
Any other Medicare-covered services needed to manage pain and other symptoms related to the terminal illness, as recommended
by the hospice team
Short-term inpatient care (e.g. when adequate pain and symptom management cannot be achieved in the home setting)
Short-term respite care (e.g. temporary relief from caregiving to avoid or address “caregiver burnout”)
Grief and loss counseling for patient and loved ones
What’s Not Covered
Not all services provided to patients enrolled in hospice care are covered by the Medicare Hospice Benefit. The benefit will not pay for:
Treatment intended to cure your terminal illness or unrelated to that illness
Prescription drugs to cure your illness or unrelated to that illness
Room and board in a nursing home or hospice residential facility
Care in an emergency room, inpatient facility care or ambulance transportation, unless it is either arranged by the hospice team or
is unrelated to the terminal illness
Not just for cancer (or adults) anymore
It is not surprising that people often associate hospice with cancer. In the mid-1970s when hospice came to the U.S., most hospice patients
had cancer. Today, more than half of hospice patients have other illnesses for which they are medically eligible for hospice services, such as
late-stage heart, lung or kidney disease, and advanced Alzheimer’s disease or dementia. Hospice also once was exclusively for adults but
today many hospice programs accept infants, children and adolescents.
Medical eligibility
To receive hospice services, a hospice physician and a second physician (often the individual’s attending physician or specialist) must certify
that the patient meets specific medical eligibility criteria; generally, the patient’s life expectancy is 6 months or less if the illness, disease or
condition runs its typical course. However, if the individual lives longer than six months and their condition continues to decline, they may
be recertified by a physician or nurse practitioner for additional time in hospice care. Similarly, if a hospice patient’s condition improves,
Caregi
Guide
Dying
Proces
Learn Mor
Community Hospice Options
Chinese Language Resources
Spanish Language Resources
LGBT Resources
Quality Hos
Looking fo
provider? H
suggestion
things to co
Hospice: Somet
A rare glimpse
lives of hospic
they may be discharged from hospice care. The patient is eligible for hospice again if his or her condition begins to decline.
Care comes to the patient
Hospice services are provided in the setting that the patient calls home, which may be their private residence or that of a loved one, a
hospital, assisted living center, or nursing home. Some hospices have their own long-term residential center where they provide hospice
care.
Facing tough decisions near the end of life
When determining if hospice is the right decision, these questions will guide the conversation. Do you/your loved one want:
artificial nutrition and hydration (whether or not to have a feeding tube or intravenous fluids)?
cardiopulmonary Resuscitation (CPR) (whether or not to restart the heart if it stops beating)?
mechanical ventilation (intubation) (whether or not to use a breathing machine to breathe for a person whose lungs have stopped
working)?
to discontinue treatment aimed at curing the disease in order to pursue comfort care?
Hospice s…
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