NUM2308 Heath and Wellness

My first response to the above statement is that I totally agree to the statement as I believe in the self-awareness and well-being of the health professional students. Nursing school is a demanding atmosphere in which schools encounter numerous physically and psychologically stressors; it is essential to teach how to cope with these stressors for their safety and well-being. To generate more reflective and well-balanced professionals who can provide patient care, I believe it is vital to train physicians to emphasize on self-awareness and consciousness. Self-awareness, in my opinion, is characterized as a person's capacity to understand his or her own sentiments, perceptions, and behaviour patterns in response to a particular instance (Chestnut, 2017).

Self-awareness relates to a physician's acknowledgement of how his or her cognitive makeup determines patient care. Such awareness will help healthcare professionals improve their professional performance in order to deliver the best possible care for the patient. There are two types of program to provide self-awareness and well-being of the student, and that is direct and indirect type (Blakemore & Agllias, 2019).

The main purpose of direct lessons is to accompany learners to acquire insight into their own attitudes and beliefs through professional development or comparatively tiny discussions in which students express their personal responses to different patient procedures with their colleagues. Indirect approaches are used to teach clinical skills such as patient interviewing, assessment, and self-evaluation to professionals. These initiatives are said to add to understanding by bringing students' attention to differences between our own appraisal of our success and that of their teachers and patients. All of these types of services should be evaluated and the results in the medical education curriculum (Kern et al., 2015). There is also an optimal teaching program which also very effective in the case of the different approaches in providing self-awareness to the students to improve our well-being to provide proper care.

Persons’ culture to provide service:

In my opinion, cultural competence corresponds to a healthcare provider's or organization's ability to offer culturally, socially, and religiously acceptable programs for patients and their families. I believe that culturally competent treatment would be very effective to improve patient quality and outcomes. I think that providing cultural competence training and implementing policies and programs that reduce obstacles to providing culturally competent patient care are two strategies for bringing medical professionals and services closer to these goals. I was given cultural competence training. Many policies were there to decrease the barriers so that I could provide patient care with proper culturally competent care to the patients (Bainbridge et al., 2015). Therefore, I would ask questions directly from patients in seeking additional information towards their health. Patients would have better information and knowledge towards their health status and can provide detailed information towards their experiences. Patients will suffer negative health effects, receive low quality treatment, and be disappointed with the treatment they receive if providers and health care systems do not collaborate continue providing culturally competent care (Pérez-Stable & El-Toukhy, 2018).

As a result, the quality of patient-health-care professional experiences has deteriorated, and I am concerned. Limited experiences between health care providers and patients are related to lower professional efficiency. My perspective about culture is a combination of shared ideas, traditions, and behaviours among a collection of people or a society, so changes very quickly. Hence, understanding the cultural approach and belief system along with core value would be helpful in enhancing as well as understanding the overall approach towards the health outcome and management towards their health. The frequency over which culture progresses varies in handling a person and that could be challenging, as a healthcare professional like me (McCormack et al., 2015). As a community migrates to a new culture and introduces aspects of that culture into their own, it could be increased. Children often struggle with understanding the ‘old' and the ‘new' cultures and they are included to both of them whereas their parents belong to the old one as always. My way of approaching culture is whether it is generally "socialistic" or "self - reliant" by understanding the difference will be providing patients in medical diagnosis and tailoring a plan of care for a larger or smaller community.

Thinking beyond in handling Aboriginal health issues:

Aboriginal and Torres Strait Islander people are even more than six times more probable as non-Indigenous Australians to be in early stages of chronic kidney disease, but they are less likely than non-Indigenous individuals to be put on a transplant list so the life expectancy is a lot less in them (Fogarty et al., 2018). Aboriginal and Torres Strait Islander people have three times higher risk of diabetes as non-Indigenous Australians, and also three times the possibility of blindness or vision loss (Wright, Briscoe & Lovett, 2019). Injuries (including depression and self-inflicted trauma), cancer, cardiovascular diseases (which include coronary heart disease (CHD), musculoskeletal disorders, and respiratory diseases both are important health issues for Aboriginal and Torres Strait Islander people. So I think it is so necessary to access the health issues time to time and provide many health care interventions to make a proper health care framework (Browne et al., 2017).

So being a healthcare professional and others like me follow a Healthcare Current Curriculum (the Framework) which seek to assist higher education providers (HEPs) in combining Aboriginal and Torres Strait Islander health curricula into their health professional development opportunities. In order to optimise the health outcomes of Aboriginal and Torres Strait Islander communities, it is important, in my opinion, to have an evidence - based clinical workforce in delivering person-centered, healthy services that serve their needs. HEPs are necessary to guarantee that we work efficiently, in addition to training the future health-care workforce. The Framework focuses on improving and facilitate the levels of integration occurring throughout health professions in educational institutions like ours where we deliver care as a medical professional by incorporating an interprofessional strategy for HEPs to follow unanimously Aboriginal and Torres Strait Islander health material across methods of teaching. Thus I truly believe that it is significantly effective to promote and provide support and care to those people (HealthInfoNet et al., 2019).

References

Bainbridge, R., McCalman, J., Clifford, A., & Tsey, K. (2015). Cultural competency in the delivery of health services for Indigenous people. Closing the Gap Clearinghouse.

Blakemore, T., & Agllias, K. (2019). Student reflections on vulnerability and self-awareness in a social work skills course. Australian Social Work, 72(1), 21-33.

Browne, J., de Leeuw, E., Gleeson, D., Adams, K., Atkinson, P., & Hayes, R. (2017). A network approach to policy framing: A case study of the National Aboriginal and Torres Strait Islander Health Plan. Social Science & Medicine, 172, 10-18.

Chestnut D. H. (2017). On the Road to Professionalism. Anesthesiology, 126(5), 780–786. https://doi.org/10.1097/ALN.0000000000001545

Fogarty, W., Bulloch, H., McDonnell, S., & Davis, M. (2018). Deficit discourse and Indigenous health: How narrative framings of Aboriginal and Torres Strait Islander people are reproduced in policy. Deficit Discourse and Indigenous Health: How Narrative Framings of Aboriginal and Torres Strait Islander People Are Reproduced in Policy, xii.

HealthInfoNet, A. I., Burns, J., Drew, N., Elwell, M., Harford-Mills, M., Hoareau, J., ... & Trzesinski, A. (2019). Overview of Aboriginal and Torres Strait Islander health status 2018.

Kern, M. L., Waters, L. E., Adler, A., & White, M. A. (2015). A multidimensional approach to measuring well-being in students: Application of the PERMA framework. The journal of positive psychology, 10(3), 262-271.

McCormack, B., Borg, M., Cardiff, S., Dewing, J., Jacobs, G., Janes, N., ... & Wilson, V. (2015). Person-centredness-the'state'of the art.

Pérez-Stable, E. J., & El-Toukhy, S. (2018). Communicating with diverse patients: How patient and clinician factors affect disparities. Patient education and counseling, 101(12), 2186–2194. https://doi.org/10.1016/j.pec.2018.08.021

Wright, A., Briscoe, K., & Lovett, R. (2019). A national profile of aboriginal and Torres Strait islander health workers, 2006–2016. Australian and New Zealand Journal of Public Health, 43(1), 24-26.

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