Relationship between Health and Education

Relationship between Health and Education Lachlan Donnet-Jones Health Care Where People Live and Work The World Health Organisation (WHO) originally proposed a definition for health literacy that was later adapted by Nutbeam (1998) as ‘the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand and use information in ways which promote and maintain good health’. Health literacy is essential in health care, as it allows individuals to access available health services and actively participate in the decisions and management of their health and wellbeing (Institute of Medicine, 2004). In recent years there has been an increase in chronic illness largely associated with an ageing population. This is placing immense pressure on health systems throughout Australia (Department of Health and Ageing, 2012). Addressing the barriers to improved health literacy in older adults would lead to better health and wellbeing outcomes, while simultaneously reducing the level of dependence on the health care system. The health professional plays an important role in assisting elderly patients to develop a greater understanding of their specific health conditions, and therefore, allowing elderly people to take an active role in the management of their health conditions. Health literacy is more than possessing the ability to read and write, it encompasses an active role in accessing available health care services, self-care of chronic conditions and maintaining an adequate level of general health and wellbeing (Institute of Medicine, 2004). According to the Australian Bureau of Statistics (ABS) report on social trends (2009), 59% of Australian adults have inadequate health literacy levels, and this figure is even higher in the Tasmanian population (63%). This essentially means that the majority of people, even those with university degrees or higher education, fail to understand basic health information, such as, safe drug and alcohol use, disease prevention, first aid and sustainable wellbeing (Australian Bureau of Statistics, 2009). Poor health literacy affects patients in various ways including; inability to accurately remember information provided by health professionals, less knowledge of the causes of ill-health, less likely to use health services designed to prevent and detect conditions (e.g. cancer screening, childhood health assessments and immunisations), and are more dependent on healthcare providers (e.g. hospitals and emergency services) (Australian Bureau of Statistics, 2009). Numerous tests have been developed to determine an individual’s level of health literacy, such as, the Newest Vital Sign (NVS), a nutrition label based test that takes approximately three minutes to complete. Other general indications of poor health literacy are; avoiding paperwork, using appearance to identify medications rather than labels, and a reluctance to complete forms. Health literacy is an essential component of Primary Health Care (PHC). PHC aims to promote health, develop communities, act as an advocate for health services, provide rehabilitation, prevent illness, and care for the sick. (Australian Primary Health Care Research Institute, 2006). Health literacy can be improved by implementing various PHC strategies that are concentrated on addressing the social determinants of health, such as, social support, unemployment, early life and the social gradient (Wilkinson and Marmot, 2003). These strategies are focused on the promotion of health literacy skills and educating those in need, for example, free access to general practitioners (GP) and better health education in early schooling, are crucial programs in achieving improved education and health literacy outcomes. The relationship between education and good health is well established in the literature and is documented in a wide variety of research articles (Black, 1980). Education leads to improved general and health literacy, which creates a greater chance of better health and wellbeing in an individual. However, it is important to note that, as Nutbeam (2000) explains, while an individual may have access to education and possess high general and health literacy levels, this does not guarantee better health outcomes. Older adults in the Australian population are among those with the highest rates of chronic illness and lowest rates of health literacy, therefore, improving health literacy is essential to better manage chronic illnesses (Australian Bureau of Statistics, 2007-08). Older adults are among the most dependant on the health care system with some of the lowest levels of health literacy. This is due to a number of barriers including, education and literacy training, the technicality and complexity of health information, and the natural ageing process (Centre for Disease Control and Prevention, 2011). The National Assessment of Adult Literacy (NAAL) found that 80% of older adults had difficulty using documents, such as, forms or charts (NAAL, 2006). Poor health literacy in the older adult population can seriously interfere with the day-to-day care of chronic illnesses, such as, ischemic heart disease, which is the leading chronic illness and cause of death in the Australian older adult population (Australian Institute of Health and Welfare, 2008). Ischemic heart disease (IHD), or coronary heart disease, is the most common form of heart disease and cause of heart attacks (Mount Sinai Hospital, 2014). IHD is caused by plaque build-up on the walls of coronary arteries, narrowing them and restricting blood flow to the heart (Dorling, 2009). In Australia, approximately 10,000 people die from heart disease each year (Australian Bureau of Statistics, 2007-08). IHD is a generally preventable disease. There is no single cause of IHD, there is however, numerous contributing factors that increase the risk of developing the disease (Heart Foundation, 2011). The first step, and perhaps the most fundamental, in preventing IHD in older adults, is educating individuals on the risk factors relevant to them. The Australian Heart Foundation (2011) provides a list of two varieties of risk factors, modifiable and non-modifiable. Non-modifiable risk factors include; age, ethnic background, family history of heart disease. The modifiable (preventable) risk factors include; smoking, high cholesterol, high blood pressure, diabetes, sedentary lifestyle, obesity and lack of social support/social isolation (Heart Foundation, 2011). Health literacy is crucial in the management of IHD, as aforementioned, the majority of contributing risk factors are dependent on the lifestyle choices of the individual, meaning that with the right motivation and knowledge, the disease can, for the most part, be prevented. Improving health literacy is the responsibility of the individual, the community, the government, and the health professional. The health professional has a direct and significant role in improving health literacy as they are the primary source for information, education and have the greatest level of patient contact. During interviews with older adults conducted in a study by the Department of Health and Ageing (2012), it was found that post hospitalisation patients were largely left confused with only their own resources to cope with the challenges of their condition. The patient needs to be provided with the resources, education and support necessary to provide a foundation for building health literacy, leading to better self-management and improved patient outcomes (Department of Health and Ageing, 2012). Supporting development of behaviour change, implementing a patient-centred approach, providing patients with positive reinforcement and creating an environment that allows for progression and constructive change, are among the responsibilities of the health professional (Institute of Medicine, 2004). The patients’ responsibilities are to engage in treatment plans, follow self-management instructions and cooperate with health professionals in the best interest of their health and wellbeing (Nutbeam, 2000). Improving communication is fundamental to increasing health literacy. Health professionals can improve communication by using methods, such as, the talk back technique, which is when the health professional asks the patient to repeat the information provided, back to the health professional, demonstrating their understanding (Stein-Parbury, 2013). Using various physical materials to visualise information, such as, charts, graphs, and instructions, is another useful method to improving communication of information and increasing the patients’ level of understanding (Stein-Parbury, 2013). Using effective communication methods and techniques, the health professional can empower the patient to access the necessary resources and become active in managing their own health needs (Nutbeam, 2000). This is exceedingly important in the management of IHD, as patient decisions are crucial in reducing the risk factors contributing to the disease. In conclusion, health literacy is fundamental to providing effective health care. Patients, health professionals, communities and governments all play an important role in health literacy, whether it be empowering patients or funding educational programs. A rising quantity of evidence supports the importance of communication in professional health care. Some groups are predisposed by social determinants to have poor health literacy levels, such as the elderly. Elderly patients suffer greatly from preventable illnesses, such as, ischemic heart disease. It is therefore, understandable that it is necessary to provide comprehensive education and focus resources on improving health literacy in all communities. References Australian Bureau of Statistics, Social Trends 4102.0 (2009). Available at:Â  http://www.dhhs.tas.gov.au/__data/assets/pdf_file/0011/101117/poh_fact_sheet_DHHS_health_literacy_20120630.pdf [Accessed 20 May. 2014]. Australian Bureau of Statistics (2001).4364.0 National Health Survey: summary of Results, 2007-08; 3464.0 National Health Survey: summary of results, 2001. Available atAustralian Bureau of Statistics (www.abs.gov.au)[Accessed 23 May. 2014]. Australian Institute of Health and Welfare (AIHW) (2008). Australia’s health 2008. Cat. no. AUS 99. Canberra: AIHW. Available at: http://www.aihw.gov.au/WorkArea/DownloadAsset.aspx?id=6442453674 [Accessed 26 May, 2014] Australian Primary Health Care Research Institute (APHCRI) (2006). ADGP Primary Health 42. Care Position Statement 2005, also included in the Australian Medical Association Primary Health Care position paper, 2006. Black, D.(1980)Inequalities in Health: Report of a Research Working Group. Available at: http://www.sochealth.co.uk/history/black.htm. [Accessed 20 May. 2014]. Centre for Disease Control and Prevention (CDC) (2011). CDC Importance Health Literacy for Older Adults Audiences Develop Materials Health Literacy. Available at: http://www.cdc.gov/healthliteracy/developmaterials/audiences/olderadults/importance.html [Accessed 19 May. 2014]. Department of Health and Ageing (2012).Improving Health Literacy in Seniors with Chronic Illness. National Seniors Productive Ageing Centre (NSPAC). Available at: http://www.productiveageing.com.au/userfiles/file/ImprovingHealthLiteracy%20Low%20Res.pdf [Accessed 22 May. 2014]. Dorling K. (2009) Coronary heart disease inThe human body book: An illustrated guide to its structure, function and disorders, Dorling Kindersley Publishing, Inc., London, United Kingdom. Heart Foundation (2011). Data and Statistics. Available at: http://www.heartfoundation.org.au/information-for-professionals/data-and-statistics/Pages/default.aspx [Accessed 23 May. 2014]. Institute of Medicine (2004). Health Literacy: A prescription to end confusion. Nielsen-Bohlman L, Panzer A, Kindig DA, editors. Washington, D.C., National Academy Press 2004. Mount Sinai Hospital (2014).Heart Attack Coronary Artery Disease Treatment. Available at: http://www.mountsinai.org/patient-care/service-areas/heart/areas-of-care/heart-attack-coronary-artery-disease[Accessed 22 May. 2014]. National Assessment of Adult Literacy (NAAL) (2006).2003 National Assessment of Adult Literacy. National Centre for Education Statistics. Available at: http://nces.ed.gov/pubs2006/2006483.pdf [Accessed 18 May. 2014]. Nutbeam, D.(1998)Health promotion glossary, Health Promotion International,13:349-64. Nutbeam, D.(2000)Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century, Health Promotion International,15(3):259-67. Stein-Parbury, J. (2013).Patient and person. 5th ed. Sydney: Elsevier Churchill Livingstone. World Health Organisation (WHO) (1998)Health Promotion Glossary. Geneva:WHO. Wilkinson, R., and Marmot, M. (2003). World Health Organization. The solid facts retrieved from:Â  http://www.euro.who.int/__data/assets/pdf_file/0005/98438/e81384.pdf [Accessed 22 May. 2014].

Mathur Devo Bhava

In our Hindu culture from childhood we are taught to respect and obey parents. We believe in MATRU DEVO BHAVA, PITRU DEVO BHAVA, ACHARYA DEVO BHAVA. Answering parents, disobeying them or talking loud at them are considered to be not acceptable in particular with traditional families. Now things have changed and children are taught to talk freely anything to every thing to parents or teachers and question them too if they do not feel happy with what they say. It is a scientific way of bringing up and giving space to children and giving them an opportunity to learn things with reasoning power.But this freedom has been proving in most of the cases being misused and children are becoming over confident and arrogant. If a child is praised for his intelligence in front of him, our elders used to avoid it he is getting a feeling that he is on top of the world. I have seen a 9 years old girl who used to stand first in class did not get good marks in Mathematics and lost her rank to another k id in the class. Her mother was questioning her and meanwhile her dad said â€Å"Sarayu, you have to put more focus on Maths†. Suddenly he was snapped by the little daughter â€Å"Dad, I know very well that you were never first in your class.So, don’t tell me how to study†. Immediately mother took a long lesson to the daughter saying that she should never talk like that and Dad is not to be questioned. She explained the kid in what kind of stressful circumstances he was grown up and still he made his life successful so that today his daughter is studying in prestigious public school with all luxuries at home and outside. The girl offcourse learnt the lesson and realised her mistake. Similarly, today when we see children and youngsters least respecting their parents and teachers offcourse, our heart wreathes in pain.We see young boys calling their Dads â€Å"Hey stupid guy, you don’t understand that† or calling names their mothers and insulting them is something very terrible. In my opinion, if that youngster may be a Noble Prize winner or a highly paid executive in a Blue chip company, but he is just a Zero in his character as he does not have basic values. To remind one and all the importance of parents, herewith I am sending a nice message which I came across recently. If this changes even slightly the behaviour of spoilt kids and youngsters, I feel that I have done a good job.It is never too late to realise our mistakes in life. MOTHER : This is a truly BEAUTIFUL piece please read this at a slow pace, digesting every word and in leisure†¦ do not hurry†¦. this is a treasure†¦ For those lucky to still be blessed with your Mother, this is beautiful. For those of us who aren't, this is even more beautiful. For those who are Mother, they will love this. The young mother set her foot on the path of life. ‘Is this the long way? ‘ she asked. And the guide said: ‘Yes, and the way is hard. And you wi ll be old before you reach the end of it. But the end will be better than the beginning. But the young mother was happy, and she would not believe that anything could be better than these years. So she played with her children, and gathered flowers for them along the way, and bathed them in the clear streams; and the sun shone on them, and the young Mother cried, ‘Nothing will ever be lovelier than this. ‘ Then the night came, and the storm, and the path was dark, and the children shook with fear and cold, and the mother drew them close and covered them with her mantle, and the children said, ‘Mother, we are not afraid, for you are near, and no harm can come. And the morning came, and there was a hill ahead, and the children climbed and grew weary, and the mother was weary. But at all times she said to the children, ‘A little patience and we are there. ‘ So the children climbed, and when they reached the top they said, ‘Mother, we would not have d one it without you. ‘ And the mother, when she lay down at night looked up at the stars and said, ‘This is a better day than the last, for my children have learned fortitude in the face of hardness. Yesterday I gave them courage. Today, I've given them strength. ‘And the next day came strange clouds which darkened the earth, clouds of war and hate and evil, and the children groped and stumbled, and the mother said: ‘Look up. Lift your eyes to the light. And the children looked and saw above the clouds an everlasting glory, and it guided them beyond the darkness. And that night the Mother said, ‘This is the best day of all, for I have shown my children God. ‘ And the days went on, and the weeks and the months and the years, and the mother grew old and she was little and bent. But her children were tall and strong, and walked with courage.And when the way was rough, they lifted her, for she was as light as a feather; and at last they came to a hill, and beyond they could see a shining road and golden gates flung wide. And mother said, ‘I have reached the end of my journey. And now I know the end is better than the beginning, for my children can walk alone, and their children after them. ‘ And the children said, ‘You will always walk with us, Mother, even when you have gone through the gates. ‘ And they stood and watched her as she went on alone, and the gates closed after her. And they said: ‘We cannot see her but she is with us still. A Mother like ours is more than a memory.She is a living presence†¦ ‘ Your Mother is always with you†¦. She's the whisper of the leaves as you walk down the street; she's the smell of bleach in your freshly laundered socks; she's the cool hand on your brow when you're not well. Your Mother lives inside your laughter. And she's crystallized in every tear drop. She's the place you came from, your first home; and she's the map you follow with every step you take. She's your first love and your first heartbreak, and nothing on earth can separate you. Not time, not space†¦ not even death! MAY WE NEVER TAKE OUR MOTHERS FOR GRANTED†¦ WHAT A WONDERFUL MESSAGE

Poetic Literature: the 10 Plagues

God in this time period and now is a very powerful being. He has the knowledge of what is good and what is evil. Pharaoh in the book of Exodus tests God’s patience and power by continuing to deceive him as well as Moses, and Aaron. In this paper I plan to compare and contrast the ten plagues in the bible, Exodus 7:14-12:36 with Psalms 78:44-51 and 105:28-36 as well as explain how the authors of each psalm view the story of the plagues. In Exodus, it speaks about how the Pharaoh is unyielding to letting the Egyptian slaves go free so that they can worship to God. God initially had send Moses, who was made like God to the Pharaoh, and Aaron, Moses’ prophet, to warn Pharaoh to let God’s people go. Each and every time this request was asked of Pharaoh, he would lie about freeing his slaves, then, harden his heart and change his mind. This made God very angry and this is how the plagues began. The first plague started with the River Nile being turned into blood. This was God’s initial idea of getting Pharaoh to do what he wants and by removing the source of water would surely get his attention. However, that was not the case and the Pharaoh’s heart hardened. This pattern between God, Moses, Aaron, and the Pharaoh continued throughout nine more plagues after the first. The plagues that occurred after the Nile River turning into blood were frogs, gnats, flies, livestock/pestilence, boils, hail, locusts, darkness, and finally the death of the first born of every living being and animal in Egypt. The final plague is what we now know as Passover. I noticed in the first Psalm account of the ten plagues (Ps. 78:44-51), only seven of the ten plagues were mentioned. It started with turning the river into blood, followed by a swarm of flies, frogs, then locusts, hail, the killing of livestock, and finally the killing of the firstborn of every human and animal of Egypt. This psalm only has eight stanzas and if you notice the plagues are not in the same order as the ones in the book of Exodus. Instead of using the words gnats (used in Exodus) that word is replaced with caterpillars. The plagues of boils and darkness were not used in this Psalm also. Psalms 78:44-51 is of a Yahwistic narrative. God seems like a parental figure so to speak. It seems like it is just punishment because of the Pharaoh’s ignorance and his follower’s obliviousness. Like parents with children if one child messes up, the other siblings tend to feel part of the punishment as well and this is what I feel happened to the people of Egypt. The Yahwist tradition basically explains the relationship between God and man and to present sin and how man should be like God. Also, there is a level of communication that shows the relationship between human beings and God; a level of closeness and relationship growth. In the second account of the plagues in Psalm 105:28-36, this too is not in the same order as the ones in Exodus. It starts off with God sending darkness over the land then turning the river into blood, followed by a swarm of frogs, flies, gnats, hail, livestock, locusts, and again ending with the killing of the first born of every human and animal in Egypt. This Psalm has nine stanzas and this time boils was the only plague not used. To compare to the plagues in Exodus there is one way communication to show that God is all powerful and we are to never think that we are greater than him. For example, In Ex. 7:6, God directs Moses and Aaron to take a message to the Pharaoh and they did just as the Lord asked. Psalms 105:28-36 is written in a priestly fashion. The priestly narrative speaks on how angry God was and says that he did not spare anyone’s lives and left them all in the hands of the plague and the company of the destroying angels. It makes it seem like God in this psalm is mean with no remorse for anyone – monster like. To conclude, I feel that historical accuracy is equally important to ancient writers as well as the readers who choose to read their script. In the case of the plagues and the two psalm accounts relating to them, I think the reason why Ex. 7:14-12:36 and the two Ps. 78:44-51 and 105:28-36, are not in agreement in terms of order and number is because they were written by two authors with different views. I think that creating different versions of the same story is not a major problem for the biblical editors because it is nice to read a story and have the opportunity to see it in two different perspectives so that you can draw your own conclusion.

Patients Rights Essay - 1618 Words

The practice of medicine in the 1960s saw a change in the doctor-patient relationship that ultimately cultivated the patients’ rights movement. Individuals sought to become proactive in the healthcare and the healing process of their bodies. Because the medical practice was evolving rapidly in technology and specialized care, patients’ healthcare and rights became a major concern that needed to be addressed. In 1973 the American Hospital Association published a patients’ bill of rights that provided the patient with most advantageous healthcare available. This bill of rights required all accredited hospitals to accept this standard moving forward (Patients Rights, 2004). The American Medical Association (AMA) developed a Code of†¦show more content†¦(Patients Rights, 2004). Due to a patient’s stability, the doctor may choose to refrain from disclosing the full facts to a patient. The doctor is then required to give this significant information to a close relative or spouse. The patient has the right to refuse treatment and must be informed of the health related consequences of the refusal. Patients also have the right to leave the hospital but are required to sign a document stating it is against medical advice (Patients Rights, 2000). Even if laws establish the right of an adult to refuse life-sustaining treatment, parents or guardians are not allowed to deny children necessary medical care (emedicinehealth, 2011). No person should be deprived of or discriminated against in receiving top quality medical care at any facility regardless of race, creed, color, sex, age, disabilities, or financial status. (Patients Rights, 2004). Patients rights however are violated whether intentional or not. During an interview with a patient, she revealed a scenario describing a seizure episode to her doctor, while attending church services. The doctor responded, â€Å"Are you sure it was a seizure or were you responding to the ‘spirit’ as it often happens in black churches?† She was so devastated that the doctor had made such an offensive comment; she left the facility without paying her copay and never returned (Jordan, 2011). Knowing patientShow MoreRelatedPatients Rights And Rights1192 Words   |  5 PagesPatients’ Rights in H.I.M Patients’ Rights in H.I.M Dametria Renee` Johnson DeVry University Table of Contents Title Page Introduction 3 Defining Patients’ Rights 4 Accessing PHI – A Patients’ Rights 5 Exceptions to Access – A Patients’ Right 6 Amend PHI - A Patient’s Right 7 Patients Privacy Importance 8 Conclusion 8 Introduction – Patients’ Rights in H.I.M As a patient, you have rights. The right to ask questions, the right for your privacy, theRead MoreThe Importance Of Patient Rights With Patient Responsibilities1132 Words   |  5 Pagesthe emphasis of patient rights over patient responsibilities? Discuss. 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