Replies for peers. Need ONE Response Per Each Discussion Total 4 Responses. Attached Are The Discussions And Rubric Please Follow Them. Posts Will Be A Minimum Of 100 Words, APA Format.One Reference Per Each Discussion
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repliesjosephweek4.docxManuel Ariel Garcia Periu
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Based on the 2004 Healthy People Curriculum Task Force report, it is important to reform healthcare professional education to the point of minimizing healthcare errors and imparting to professionals’ other skills beyond their medical practice. Today, medical care routinely fails to deliver its potential benefits and instead harms patients too frequently (Nash et al., 2015). In the current healthcare education, several issues affect healthcare delivery, including dynamic patient-clinician relationships, complex delivery arrangements, continually expanding technological innovations and evidence base, and the shift from acute to chronic care. To adequately handle the changing dynamics in the healthcare sector, professionals need to be adequately prepared. The best preparation to offer to healthcare professionals is a reform in their education with the aim to incorporate all changing and modern healthcare dynamics (Momeyer et al., 2021). Reformed knowledge develops new skills and assumes new roles that are required to respond to the changing needs of the population.
The 2004 report provides abundant evidence of the need for reforms in the education of healthcare professionals, owing to existing serious and extensive quality issues. Current education has resulted in errors or harm to patients, delays, long waiting times, and the unnecessary duplication of services (Nash et al., 2015). There needs to be reforms in healthcare professionals’ education to incorporate the development of important interconnections and new synergies. Over the past, topics in healthcare professionals’ education have been somehow fragmented or separated (Momeyer et al., 2021). For example, medical education for the past half century has centered on purely medical content. Reform is necessary to ensure healthcare professionals study a range of additional skills, such as the whole dimensions of care delivery, experimental learning in diverse settings, and leadership and educational technologies (Nash et al., 2015). Healthcare professionals need more than the education offered within their scope of practice to lead and succeed in the modern, rapidly changing, and highly complex world.
References
Momeyer, M., Karl, J., & Shihabuddin, C. (2021). Walking the wellness talk. Nurse Educator, 47(1), 6-7. https://doi.org/10.1097/nne.0000000000001047
Nash, D., Skoufalos, A., Fabius, R., & Oglesby, W. (2015). Population health: Creating a culture of wellness (2nd ed.). Jones and Bartlett Learning.
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Rebeca Urbina
Healthcare Professional Education Reform
Reforms in healthcare professional education are urgently needed in the United States. Despite the best efforts of health professionals and other officials in the health sector to deliver quality services, it is clear that the health system is still ineffective in boosting the nation's health. The Centers for Disease Control and Preventive (2021) also disclosed that the health system has failed to implement the healthy people program, which was created to lead nationwide education and prevention attempts to enhance the nation's health. As a result, educational reforms for healthcare workers are critical if the goal of a healthy population is to be achieved.
Another reason for the need for reform in clinician education is to enable a shift from traditional education to modern-day training. The conventional healthcare professional education system focused on urgent and critical medical issues. Furthermore, traditional education has failed to integrate the principles of population health and prevention strategies necessary to accomplish a broader positive influence on the health of people (Nash et al., 2021). As a result, it is vital that health professional education be reformed to include new skills and techniques that promote community health. Education changes would play a key role in altering the healthcare system's service delivery in this way.
Furthermore, technology improvements are another factor that necessitates a change in health-care practitioner education. This is because some of the methods and practices of providing healthcare services have developed as a result of technological advancements. The educational system should be revamped to teach professionals how to work with technologically advanced hospital equipment. Other reasons for the need for healthcare professional education reform include changing clinical information that has led to patient-centered care, working in interdisciplinary teams, and using evidence-based procedures (Griffith, 2021). The changes should be carried out to a conclusion that will involve diverse health sectors in taking activities to strengthen health policies and practices based on the latest available knowledge.
References
Centers for Disease Control and Prevention. (2021, May 25). Healthy people - healthy people homepage. Centers for Disease Control and Prevention. Retrieved January 25, 2022, from https://www.cdc.gov/nchs/healthy_people/index.htm
Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021). Population health: Creating a culture of wellness. Jones and Bartlett Learning. https://books.google.com/books?id=ToOHCgAAQBAJ&pg=PA61&lpg=PA61&dq=In+2004,+the+Healthy+People+Curriculum+Task+Force+emphasized+that+%22+an+essential+element+of+any+effort+to+change+a+health+care+system+must+be+the+education+of+future+clinicians+who+will+practice+new+approaches+in+new+contexts%22.&source=bl&ots=BgFzpyl8Sh&sig=ACfU3U1nmmKRWzSXLMWm6Rt9OPXPBlKU2g&hl=en&sa=X&ved=2ahUKEwii3ouLxsv1AhU_QjABHVoRC94Q6AF6BAgCEAM#v=onepage&q&f=false
Griffith, D. M. (2021). Well-being in Healthy People 2030: a missed opportunity. Health Education & Behavior, 48(2), 115-117. https://journals.sagepub.com/doi/abs/10.1177/1090198121997744
