(Frenchgirl) HCR4001 Social, Political & Environmental Issues in International Healthcare Essay Date for Submission: Please refer to the timetable on ilearn (The submission portal on ilearn will close...

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(Frenchgirl) HCR4001 Social, Political & Environmental Issues in International Healthcare Essay Date for Submission: Please refer to the timetable on ilearn (The submission portal on ilearn will close at 14.00 UK time on the date of submission) Page 2 of 7 [852] Assignment Brief As part of the formal assessment for the programme you are required to submit a Social, Political & Environmental Issues in International Healthcare assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments. Learning Outcomes: After completing the module, you should be able to: 1. Describe the historical and philosophical ideas and debates around concepts of health 2. Demonstrate an understanding of national health and health issues in their international, economic, environmental and political contexts 3. Assess the significance and influence of different dimensions of health in relation to individual and population health 4. Discuss problems and solutions in health issues in a global context Graduate Attribute Responsible Global Citizenship: Understand global issues and their place in a globalised economy, ethical decision-making and accountability. Adopt self-awareness, openness and sensitivity to diversity in culture. Your assignment should include: a title page containing your student number, the module name, the submission deadline and a word count; the appendices if relevant; and a reference list in Arden University (AU) Harvard format. You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work. Maximum word count: 3,000 words Please note that exceeding the word count by over 10% will result in a reduction in grade by the same percentage that the word count is exceeded. You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number. Page 3 of 7 [852] Assignment Task This assignment comprises of 2 essays and a learning journal (LO 1- LO4 & GA) Your assignment should address the following questions: Task A: Describe some of the issues and debates surrounding definitions and dimensions of health in relation to Sepsis, which can cause significant morbidity (1000 words) (LO 1) (30 marks) Page 4 of 7 [852] Task B: “The global epidemiological burden of Sepsis is difficult to ascertain. It is estimated to affect more than 30 million people worldwide every year, potentially leading to 6 million deaths” Who.int. (2019). Sepsis. [online] Available at: https://www.who.int/news-room/factsheets/detail/sepsis [Accessed 25 Oct. 2019]. Produce a 1500-word essay to consider approaches/frameworks to health and sustainable development goals (SDG’s) in relation to older people. You must structure your essay to address the following 3 questions: i. Discuss how international, economic, environmental and political issues may impact on the prevalence & management of Sepsis (500 words) (LO 2) ii. Assess the prevalence of Sepsis in one developing country and compare with the prevalence of Sepsis in the UK. (500 words) (LO 3) iii. It is suggested that there is a need for “Universal prevention, diagnosis & management of Sepsis” (WHO, 2019). Discuss the strengths/limitations of this and how it would link with current Sustainable Development Goals. (500 words) (LO 4) (Total = 45 marks) Reflection: Write a reflective account on your learning, demonstrating an understanding of the graduate attribute of responsible global citizenship. You may use a reflective model to structure your thinking and demonstrate your progression and learning (500 words) (Graduate attributes) (20 marks) A further 5 marks will be added for citations and referencing. Page 5 of 7 [852] Formative Feedback You will have an opportunity to submit an outline of your first essay for formative feedback. This should be an essay plan to structure your thinking and to receive feedback as to whether or not you are on the right track. If you do decide to complete a draft, the document must be emailed to the module tutor two weeks before the submission deadline. The feedback is designed to help you develop various areas of your work and your skills as an independent learner. Guidelines You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system. The My Study Skills Area on iLearn contains useful resources relating to referencing. You must use the AU Harvard Referencing method in your assignment. Additional notes: Students are required to indicate the exact word count on the title page of the assessment. The word count excludes the title page, tables, figures, diagrams, footnotes, reference list and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count See ‘Word Count Policy’ on the homepage of this module for more information. Submission Guidance Assignments submitted late will not be accepted and will be marked as a 0% fail. Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information, please see the “Guide to Submitting an Assignment” document available on the module page on iLearn. You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is on the homepage of your module and also in the Induction Area). Page 6 of 7 [852] Assessment Criteria (Learning objectives covered - all) Level 4 is the first stage on the student journey into undergraduate study. At Level 4 students will be developing their knowledge and understanding of the discipline and will be expected to demonstrate some of those skills and competences. Student are expected to express their ideas clearly and to structure and develop academic arguments in their work. Students will begin to apply the theory which underpins the subject and will start to explore how this relates to other areas of their learning and any ethical considerations as appropriate. Students will begin to develop self-awareness of their own academic and professional development. Grade Mark Bands Generic Assessment Criteria First (1) 80%+ Outstanding performance which demonstrates the ability to analyse the subject area and to confidently apply theory whilst showing awareness of any relevant ethical considerations. The work shows an excellent level of competence and confidence in managing appropriate sources and materials, initiative and excellent academic writing skills and professional skills (where appropriate). The work shows originality of thought. 70- 79% Excellent performance which demonstrates the ability to analyse the subject and apply theory whilst showing some awareness of any relevant ethical considerations. The work shows a high level of competence in managing sources and materials, initiative and very good academic writing skills and professional skills (where appropriate). The work shows originality of thought. Upper second (2:1) 60- 69% Very good performance which demonstrates the ability to analyse the subject and apply some theory. The work shows a good level of competence in managing sources and materials and some initiative. Academic writing skills are good and expression remains accurate overall. Good professional skills (where appropriate). The work shows some original thought. Lower second (2:2) 50- 59% A satisfactory to good performance which begins to analyse the subject and apply some underpinning theory. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are satisfactory and expression remains accurate overall although the piece may lack structure. Satisfactory professional skills (where appropriate). The work lacks some original thought. Third (3) 40- 49% Basic level of performance in which there are some omissions in understanding the subject, its underpinning theory and ethical considerations. The work shows a basic use of sources and materials. Academic writing skills are limited and there are some errors in expression and the work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative. Marginal fail 30- 39% Limited performance in which there are omissions in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use of sources and materials. Academic writing skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative. Page 7 of 7 [852] 29% and below A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression.
Answered Same DayApr 18, 2021HCR4001Arden University

Answer To: (Frenchgirl) HCR4001 Social, Political & Environmental Issues in International Healthcare Essay Date...

Rimsha answered on Apr 30 2021
136 Votes
Student Number:
Module Name: HCR4001— SOCIAL, POLITICAL & ENVIRONMENTAL ISSUES IN INTERNATIONAL HEALTHCARE
Submission Date:
Word Count: 3160
Table of Contents
Task A    3
Issues and Debates Related to Definition of Health within Dimensions of Sepsis    3
Task B    5
i. Impact of Economic, Political, Environmental and International Issues on Management and Prevalence of Sepsis    5
ii. Prevalence of Sepsis in India Compared to that in UK    6
Sepsis in India    6
Sepsis in UK    7
iii. Strengths and Limitations of Universal Prevention, Diagnosis and Management of Sepsis linking it with Sustainable Development Goals    7
Reflection    9
Description    9
Feelings    9
Evaluation    9
Analysis    10
Conclusion    10
Action Plan    
10
References    11
Task A
Issues and Debates Related to Definition of Health within Dimensions of Sepsis
Sepsis can be defined as the life-threatening disease, which caused by the response of the body towards infection. It has been seen that human immune system response towards the infection occurs in the body by releasing the chemical, which fight against it. It has been seen that there is situation when immune system releases chemicals in the bloodstream to fight against the infection resulted into inflammation of the body. In severe cases, sepsis led to the septic shock. As mentioned by Gotts and Matthay (2016), every year around 30 million people suffered from the sepsis. The symptoms of sepsis include fever, heart rate above 90 beats per minute, high breathing rate.
In severe cases, symptoms of diseases include decreased urination, low platelet and breathing problem, patches of the discoloured skin, extreme weakness and unconsciousness. The impact of the sepsis can be moderate to severe and there are high chances of recovery. On the contrary, when sepsis enters the stage of septic shock, the chances of recovery reduce to 50% only. As suggested by van der Poll et al. (2017), it must be noted that sepsis can be triggered by pneumonia, abdominal infection, blood infection and kidney infection. Although, sepsis has same impact on everyone, however, some of the population are more vulnerable in comparison to others. The elderly population, young children and people with weak immune system are vulnerable in comparison to the other people.
As mentioned by Angus (2016), the definition of the sepsis has been revised three times since it was first defined in 1991. In 1991, first definition of the sepsis defines sepsis as systemic inflammatory response syndrome to the infection. It suggests that there are three levels of the illness, which include sepsis, severe sepsis and septic shock. This definition was developed with belief that sepsis shares the similar inflammatory pathway like trauma and pancreatitis. The definition remains the broad so that early detection of the disease can be taken place. The emphasis is made on understanding the process better that resulted into shock, organ dysfunction and death, so that interventions can be taken to control the disease.
On the contrary, as mentioned by Barbash et al. (2016), in 2001, other experts expanded the criteria for the systemic inflammatory response syndrome and increases the signs and symptoms that need to be considered in case of sepsis. In 1992, the symptoms for the sepsis include high fever, increase in heart rate, leucocytosis, increase in respiratory rate. On the contrary, the symptoms of the disease added hypothermia, tachypnoea, altered metal status, oedema, hyperglycaemia and increase in the leucocytes, arterial hypotension, acute oliguria, thrombocytopenia and decrease in the capillary refill. This resulted in change in the criteria for the identifying the patient with sepsis for research, quality improvement initiatives and clinical practice. In 2016, definition of the sepsis is revised further.
As noted by Cortes-Puch and Hartog (2016), the redefined definition of the sepsis states, “sepsis is a deregulated host response that causes life-threatening organ dysfunction, which is related to the acute change of at least 2 points in the sequential organ failure assessment (SOFA) score.” On the contrary, the severe sepsis term has been removed from the revised definition and organ failure is assessed using SOFA score. Apart from this, to conduct the SOFA, some of the early signs have been evaluated such as low blood pressure, high respiratory rate and altered mentation for the suspicion of infection. Apart from this, new definition has deleted the systemic inflammatory response syndrome (SIRS). It has been seen that SIRS criteria have been criticised for many years due to oversensitivity and non-specificity. On the contrary, the inflammatory pathway construct when treated with the therapies, it is designed to inhibit the host inflammatory response but there was no expected outcome by using the defined therapy.
As suggested by Calfee (2016), in some of the cases, pathogens contributed to worsen the scenario instead of the host body, these limitations resulted in the criticism of the SIRS criteria and otherwise it could be helpful in the quality improvement initiatives. There is no proper standard to identify the patients with sepsis. Over the period of past 25 years, the definition of sepsis is defined and redefined by various experts. It must be note that determining the diagnostic accuracy of defined and redefined definition is not done without a gold standard to identify the patient with the clinical syndrome.
It must be noted that changes in the definition occur with the breakthrough in the scientific knowledge or clinical evidence. In 2016, it has been suggested that the redefining of the definition occur due to recognition that sepsis resulted into activation of both pro and anti-inflammatory response, which result in reconsideration of the definition. It must be noted that switching from SIRS criteria to SOFA score was based on the ability to predict sepsis mortality (Calfee, 2016). On the contrary, the new definition, which required the presence of organ failure, may affect the general awareness of the importance of the recognition of the early signs and their treatment. It must be noted that patient with the sepsis must be identified before the organ dysfunction. The revised definition of the sepsis may identify the sick population and work in delaying of the treatment of the patients, which can be benefitted with early response. The new definition of sepsis raises many necessary questions and initiates the debate. According to new definition, a patient suffering from infection and have fluid-responsive hypotension must be categorised into uncomplicated infection (WHO, 2019). Generally, early recognition of the sepsis is considered as the best method to treat the patients especially living in the lower- and middle-income group. It must be noted that considering different kind of infection under one group and provide them therapy failed to give desired outcomes. It has been debated that new definition of the sepsis must be based on the scientific approach. Replacing of the widely accepted definition and...
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