Assessment 4 final care coordination plan

Assessment01PreliminaryCareCoordinationPlan.docx

5

Preliminary Care Coordination Plan

Introduction

Environmental hazards are among the most significant physical health risks to communities worldwide. Among them are allergies to air pollution, lead exposure, and toxic wastes that have become a serious concern due to their wide prevalence and severe health effects. These come to evoke physical health disorders like respiratory diseases, cardiovascular diseases, neurologic disorders, and cancer. This paper aims to devise a preliminary plan of care coordination that addresses these environmental health problems, which consist of physical, psychosocial, and cultural needs. It will identify available resources within the community regarding the continuum of care that protects the safety and effectiveness of service delivery. The plan proposed is based on practices that minimize or eliminate health risks related to air pollution and lead exposure by analyzing best practices and defining specific objectives with the use of community resources.

Analysis of Health Concern and Best Practices for Health Improvement

Air pollution is considered a health hazard, exerting adverse effects on both public and personal health, associated with increasing morbidity and mortality. This to a large extent is driven by many pollutants such as particulate matter, ozone, nitrogen oxide, sulfur dioxide, volatile organic compounds (VOCs), dioxins, and polycyclic aromatic hydrocarbons (PAHs). The pollutants enter the respiratory system through inhalation, causing broad-spectrum diseases that affect the respiratory and cardiovascular systems, disorders of the reproductive and central nervous system, and cancer (Manisalidis et al., 2020). Another notable health challenge is issues of lead exposure, with grave repercussions including brain disorders, reduced IQ, and learning and behavioral problems, even in children (Olufemi et al., 2022). In the light of these health concerns, best practices integrate public awareness and policy regulations with community involvement that is multidisciplinary in scope.

Public health education and other interventions reduce exposure to such pollutants. One could cite, for instance, the need to educate the public about sources of pollution, the individual and community risks to health posed by air pollution, and even by lead. Other important factors are those of policy regulating emissions at industrial levels and, relatively, those encouraging and limiting chemical use in technologies. For example, stricter implementation of emissions directives about industries and vehicles will result in a significant decrease in pollutants discharged into the environment. Activities in the community, like local air monitoring and community education programs, made it possible for residents to inform and learn new ways to protect their health fully.

Supporting evidence identifies nutritional interventions as key in preventing, controlling, and ameliorating the effects of lead exposure. In children, the intake of nutrients like calcium and iron reduces the absorption of lead, while the consumption of high-fat foods could even increase the lead absorption rate (Olufemi et al., 2022). Eco-technological methods, lead detoxification chelating treatment, and biological soil remediation are promising sustained health gains (Raj & Das, 2023). Still, there is question regarding how long current interventions can be maintained and whether other pollution forms will not arise. To overcome these uncertainties and assure health improvement practice efficacy, research and adaptive solutions are needed. Public awareness, policy enforcement, dietary treatments, and eco-technological solutions are the best ways to reduce air pollution and lead exposure's health effects (Manisalidis et al., 2020; Olufemi, 2022).

Specific Goals to Address Air Pollution and Lead Exposure.

Air pollution and lead exposure health goals must be clear, reasonable, quantitative, and realistic. Coordinated initiatives by individuals, communities, and politicians aim to eradicate environmental hazard-related health concerns. Limiting pollution is essential. Some public health campaigns enhance awareness of air pollution and lead exposure and urge pollution reduction. Communities should monitor local air quality indicators and use air purifiers and remain inside on poor days (Manisalidis et al., 2020). Public health services should assist parents in maintaining clean, dust-free environments and avoiding lead-based paint.

Other goals include limiting harmful chemical emissions via regulation. This involves improving air quality regulations and controlling industrial emissions and consumer lead. Air quality may improve if companies employ cleaner production processes and reduce emissions (Raj & Das, 2023). We need safe drinking water laws and lower home lead exposure to achieve this. Improving community resources and aid is crucial. Community-based air quality monitoring and lead testing kits may empower communities. Community healthcare should include routine respiratory and lead poisoning examinations for vulnerable populations, including children and the elderly (Olufemi et al., 2022). Quantifiable goals include reducing respiratory infections and lead poisoning over time. Public education, regulatory efforts, and improved healthcare might cut asthma-related hospital admissions by 20% in five years. An objective may be to reduce elevated blood lead levels in youngsters by 25% in the same time (Manisalidis et al., 2020).

Effective Community Resources for a Safe and Effective Continuum of Care

Community resources are needed for safe and effective air pollution and lead exposure treatment. These services provide information, screening, treatment, and support to decrease health risks and promote well-being. Local health organizations must educate the public about air pollution and lead. These seminars and classes attempt to reduce these risks and improve living circumstances. During high pollution, health authorities may issue air quality alerts and exposure reduction recommendations (Manisalidis et al., 2020). They provide lead testing kits and advise on removing lead from older homes with lead-based paints. Community clinics and hospitals are essential for screening and treatment. These facilities can detect and treat respiratory problems and blood lead levels early. These clinics reduce environmental health disparities by offering affordable healthcare to low-income areas (Olufemi et al., 2022). Many community clinics provide education and counseling to help individuals understand and avoid health issues.

Nonprofits and advocacy organizations minimize lead and air pollution. The American Lung Association and local environmental groups advocate for better air and aid victims. Citizens may act on real-time data via community air quality monitoring initiatives. They advocate for stricter environmental laws to minimize pollution at its source (Raj & Das, 2023). Childcare and schools are vital in preventing lead exposure and air pollution. These institutions may enact regulations to provide safe drinking water, clean indoor air, and educate parents and children about environmental hazards (Siddiqua et al., 2022). Schools may help kids get health tests and interventions by working with local health authorities and non-profits.

References

Manisalidis, I., Stavropoulou, E., Stavropoulos, A., & Bezirtzoglou, E. (2020). Environmental and health impacts of air pollution: A review. Frontiers in Public Health, 8(14), 1–13. https://doi.org/10.3389/fpubh.2020.00014

Olufemi, A. C., Mji, A., & Mukhola, M. S. (2022). Potential Health Risks of Lead Exposure from Early Life through Later Life: Implications for Public Health Education. International Journal of Environmental Research and Public Health, 19(23), 16006. https://doi.org/10.3390/ijerph192316006

Raj, K., & Das, A. P. (2023). Lead pollution: Impact on environment and human health and approach for a sustainable solution. Environmental Chemistry and Ecotoxicology, 5, 79–85. https://doi.org/10.1016/j.enceco.2023.02.001

Siddiqua, A., Hahladakis, J. N., & Al-Attiya, W. A. K. A. (2022). An overview of the environmental pollution and health effects associated with waste landfilling and open dumping. Environmental Science and Pollution Research, 29(39), 58514–58536. https://doi.org/10.1007/s11356-022-21578-z

Assessment4ISTRUCTIONS.docx

Assessment 4

Final Care Coordination Plan

For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.

This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.

You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.

To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2030.

INSTRUCTIONS

For this assessment:

· Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.

Document Format and Length

Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.

Supporting Evidence

Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.

Grading Requirements

The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

· Design patient-centered health interventions and timelines for a selected health care problem.

· Address three health care issues.

· Design an intervention for each health issue.

· Identify three community resources for each health intervention.

· Consider ethical decisions in designing patient-centered health interventions.

· Consider the practical effects of specific decisions.

· Include the ethical questions that generate uncertainty about the decisions you have made.

· Identify relevant health policy implications for the coordination and continuum of care.

· Cite specific health policy provisions.

· Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.

· Clearly explain the need for changes to the plan.

· Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.

· Use the literature on evaluation as guide to compare learning session content with best practices.

· Align teaching sessions to the Healthy People 2030 document.

· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

CONTEXT

Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.

COURSE COMPETENCIES.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 1: Adapt care based on patient-centered and person-focused factors.

· Design patient-centered health interventions and timelines for a selected health care problem.

· Competency 2: Collaborate with patients and family to achieve desired outcomes.

· Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.

· Competency 3: Create a satisfying patient experience.

· Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.

· Competency 4: Defend decisions based on the code of ethics for nursing.

· Consider ethical decisions in designing patient-centered health interventions.

· Competency 5: Explain how health care policies affect patient-centered care.

· Identify relevant health policy implications for the coordination and continuum of care.

· Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.