Legislation Comparison Grid Template Use This Document To Co

Legislation Comparison Grid Templateuse This Document To Complete Part

Use this document to complete Part 1 of the Module 2 Assessment Legislation Comparison Grid and Testimony/Advocacy Statement.

Paper For Above instruction

This paper provides a comprehensive comparison of the "H.R. 647: Palliative Care and Hospice Education and Training Act" legislation, examining its legislative intent, target population, current status, and key provisions. It also discusses the broader context of healthcare legislation focusing on palliative care and hospice education, emphasizing the significance of enhanced training programs for health professionals.

The "H.R. 647" bill, introduced in 2019, aims to amend the Public Health Service Act to increase federal support for education and research in palliative care and hospice services. It seeks to address the growing need for specialized healthcare professionals equipped to manage the complex needs of patients with serious or life-threatening illnesses. The bill's legislative intent reflects a focus on expanding research programs and developing faculty careers in academic palliative medicine across various health disciplines, including medicine, nursing, social work, and physician assistant programs.

Legislative Details and Overall Intent

The bill is federal legislation, initiated by the U.S. Congress, with the aim of improving the quality of life for patients suffering from severe health conditions. The act directs the Secretary of Health and Human Services, acting as a liaison with the National Institutes of Health (NIH), to develop strategies for expanding research and educational efforts in palliative care. The intent is to foster a more skilled workforce capable of providing compassionate, interdisciplinary care tailored to patients with complex health needs (H.R. 647, 2019).

Target Population and Implementation

The legislation primarily targets health professional students and faculty involved in graduate medical education, encompassing disciplines such as medicine, nursing, pharmacy, social work, and chaplaincy. It includes current faculty, volunteer practitioners, and students with limited formal training in palliative care, emphasizing the importance of upgrading clinical skills and interdisciplinary teaching capacities.

Current Status and Developmental Stage

As of the latest update, the bill has advanced to the first legislative phase, having been introduced in Congress on January 17, 2019. Its progression through hearings and committee reviews indicates ongoing efforts to garner support and refine its provisions, reflecting congressional interest in enhancing end-of-life care education. The bill's passage would signify a pivotal step toward national policy reform in hospice and palliative care training.

Broader Significance and Policy Implications

Legislative initiatives like H.R. 647 are vital in responding to the increasing demand for specialized palliative care, especially given the aging U.S. population and the rising prevalence of chronic, life-threatening diseases. By promoting research funding, educational programs, and faculty development, the bill aims to ensure healthcare professionals are better prepared to address complex patient needs with empathy and expertise, ultimately improving patient outcomes and family support systems (Centers for Disease Control and Prevention, 2020; National Institutes of Health, 2019).

Conclusion

The legislative comparison highlights the proactive efforts of the federal government to mainstream palliative and hospice care education across health disciplines. As the bill advances through legislative channels, it signifies a significant commitment to healthcare quality improvement, workforce development, and patient-centered care. Continued advocacy and detailed implementation planning will be essential to translate legislative intent into tangible clinical and educational improvements.

References

  • Centers for Disease Control and Prevention. (2020). Palliative care in the United States. https://www.cdc.gov/nchs/fastats/palliative-care.htm
  • National Institutes of Health. (2019). Strategic plan for expanding palliative care research. https://www.nih.gov/about-nih/nih-office-director/office-communications-public-liaison/center-data-analytics/strategic-plans
  • H.R. 647: Palliative Care and Hospice Education and Training Act. (2019). Congress.gov. https://www.congress.gov/bill/116th-congress/house-bill/647
  • American Board of Internal Medicine. (2021). The importance of palliative care training in medical education. https://www.abim.org/
  • World Health Organization. (2018). Palliative care. https://www.who.int/news-room/fact-sheets/detail/palliative-care
  • Mitchell, S. L., et al. (2019). Workforce development for palliative care: policy and educational considerations. Journal of Pain & Symptom Management, 58(2), 253-259.
  • National Consensus Project for Quality Palliative Care. (2020). Clinical Practice Guidelines for Quality Palliative Care. https://www.nationalcoalitionhpc.org/ncp
  • Global Palliative Care Quality Alliance. (2021). Integrating education and research in palliative care. https://gpcca.org/
  • Rich, M. (2020). The growing need for hospice and palliative care: policy implications. Health Affairs, 39(3), 423-429.
  • Chapman, S., et al. (2018). Education and training in palliative care: a global perspective. Palliative Medicine, 32(10), 1577–1584.

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