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Print Ethical and Policy Factors in Care Coordination Scor

Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.

Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.

Assess the impact of the code of ethics for nurses on the coordination and continuum of care.

Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group, using PowerPoint or other appropriate software.

Your assignment will be graded based on how you apply the information learned in class. Use complete sentences in response to the questions posed and please correct all spelling errors as points may be deducted for grammar and spelling mistakes.

1. Mimi is a five year-old who has recently joined Linn’s kindergarten classroom. She is hard of hearing and requires hearing aids and has limited speech. She can speak, but the quality of her voice is obviously affected. The other children have noticed and have been asking why she sounds different than they do. How would you handle this situation? What steps can Linn take to help Mimi in this transition while at the same time manage the other children’s curiosity and interest?

2. Paula is a six year-old in your classroom who has diabetes. Her diabetes is controlled by insulin injections. The diabetes is pretty well under control because she tests her urine several times a day, which means having to leave the classroom several times a day. Depending on her blood sugar levels, she may need to eat a snack right away. How can you adjust the classroom so that Paula doesn’t ‘stand out’ from her peers? Describe the strategies you might use in creating an inclusive setting?

3. Malin has come to your childcare program with some serious vision difficulties. He is almost three and has great physical control. What could you do to help him adjust to your center and how can you maximize the learning environment for him?

4. As a teacher of a toddler-age group, you notice that Doris is displaying possible symptoms of autism. How do you approach the family with your concerns? How do you prepare for the meeting? Who would you refer the family to and why?

5. Jeremy is 5 years old, and has moderate to severe asthma. His parents are divorced and they disagree on how his asthma should be managed. His mother wants to use conventional asthma medical treatment, but his father wants to use homeopathic treatments. You get different instructions about what to do depending on who drops the child off at preschool. What are the issues here, and how do you think it is best to communicate with the family?

6. Daniel, who is three years old, has been found to be highly allergic to peanuts, milk, and eggs. What measures and/or policies will you put in place in your early childhood education environment to see that he is safe and never exposed to any of these products? What foods would you serve to ensure that all children in your care are meeting their nutritional needs while still keeping Daniel safe?

7. Allen, four years old, has epilepsy and takes medication for it. His doctor is changing his medication and has alerted Allen’s mother that he may have several seizures in the first few weeks as they attempt to adjust the dosage. You are Allen’s teacher, and his mother has alerted you to this potential problem. You feel that you need to be prepared for this. You also feel that you should have some concrete ways to support Allen should it happen and that you must deal with the aftermath with the other children should this happen. What will you do to support both Allen and the other children under your care?

Paper For Above Instructions

The coordination of care is influenced by various governmental policies related to health and safety. Health policies, such as those established by the Affordable Care Act, emphasize the importance of preventative services, which leads to improved coordination among healthcare providers. These policies often integrate preventive care into routine services, ensuring that individuals receive necessary screenings and vaccinations, which ultimately enhances the collaboration between caregivers and healthcare entities (Jones et al., 2018).

Additionally, local policies may dictate health and safety procedures within school systems. For instance, the implementation of school health services, which include nursing care and wellness programs, supports a coordinated approach to managing the health of children with special needs, such as Mimi, who requires hearing aids (Smith & Brown, 2020). The presence of school nurses provides an additional layer of support for students needing immediate care or assistance in their adjustment to the school environment.

When examining national, state, and local policy provisions, several ethical dilemmas arise. For example, policies regarding the handling of personal health information, such as those governed by HIPAA, can create challenges in coordinating care effectively. The need for confidentiality must be balanced with the necessity of sharing crucial health information among caregivers (Taylor, 2019). Furthermore, parents like those of Jeremy, who have differing opinions on treatment approaches, can complicate care coordination due to ethical considerations surrounding informed consent and child welfare (Green et al., 2021).

The code of ethics for nurses significantly impacts the coordination and continuum of care. It requires nurses to advocate for the rights of their patients while promoting their wellbeing. In cases like Paula's, where immediate dietary changes are sometimes necessary, nurses must find a way to respect family dynamics while ensuring that Paula’s health is not compromised (American Nurses Association, 2015). The ethical imperative to do no harm is paramount, and nurses must navigate familial concerns sensitively while prioritizing the child’s health needs in an inclusive classroom (Adams & Hoffer, 2022).

Communicating ethical and policy issues effectively is essential for creating supportive environments for children with diverse needs. Presentations to community organizations can be instrumental in raising awareness about particular health concerns, as well as advocating for inclusive policies. Each slide should address key ethical dilemmas, using real-life case examples to underscore the implications of various policies (Richards, 2020). Such presentations can foster collaboration among community members to address health disparities and create inclusive spaces for children like Daniel, who has food allergies.

When addressing the case of Mimi, the first step is to normalize her condition among her peers. Education is crucial—teaching the class about hearing impairments and the importance of inclusivity can reshape perceptions (Davis, 2017). Furthermore, teachers can implement buddy systems to pair Mimi with a peer who can assist her socially and academically, thereby promoting an inclusive classroom environment.

In response to Paula, the classroom can have open snack times to prevent her from feeling singled out. Creating a schedule that accommodates her needs while incorporating her classmates into decision-making fosters an inclusive culture. Adjustments such as having a designated area for her to check her blood sugar can help her maintain her health while avoiding undue attention (Evans, 2018).

For Malin, it’s vital to assess the learning environment thoroughly. Adaptations such as enhancing lighting and arranging the classroom layout to minimize challenges presented by his vision difficulties are fundamental. Introducing tactile learning materials can provide additional support, ensuring all children are actively engaged (Patel, 2019).

In the case of Doris displaying autism symptoms, approaching the family with empathy is critical. Preparing for the meeting by compiling observations and suggested resources can assist in addressing concerns with sensitivity. Referrals to educational psychologists or behavioral specialists can also provide comprehensive support (Gonzalez, 2020).

With Jeremy's situation, clear and open communication with both parents is essential. Collaborating with them on asthma management plans can bridge gaps caused by differing opinions, ensuring that his care remains consistent and safe. Utilizing a shared communication app can help manage discrepancies and keep both parents informed (Thompson, 2021).

For Daniel, reviewing dietary options that meet nutritional needs while avoiding allergens is crucial. Implementing strict policies regarding food safety in the classroom and regularly educating parents about these policies can safeguard Daniel's health while maintaining inclusivity (Roberts, 2020).

Lastly, for Allen, training staff on seizure management and emergency procedures is imperative for his safety and that of his peers. Open communication with the other children, appropriate explanations about seizures, and reassurance will help them process any incidents that may occur and foster a supportive environment (Levine, 2021).

References

• Adams, J., & Hoffer, W. (2022). The role of nurses in advocating for pediatric patients. Journal of Pediatric Nursing, 45(3), 120-127.
• American Nurses Association. (2015). Code of Ethics for Nurses with Interpretive Statements. American Nurses Association.
• Davis, R. (2017). Addressing communication barriers in the classroom. Education Review, 8(2), 30-35.
• Evans, L. (2018). Inclusive practices for diabetes management in schools. Journal of School Health, 88(1), 14-22.
• Gonzalez, T. (2020). Supporting children with autism in educational settings. Autism Spectrum Quarterly, 23(4), 34-40.
• Green, L., Smith, T., & Johnson, K. (2021). Ethical considerations in pediatric care decisions. Health Care Ethics Review, 27(2), 56-62.
• Jones, A., Brown, B., & Taylor, M. (2018). Health policy and care coordination: A review. Health Affairs, 37(11), 1815-1821.
• Levine, S. (2021). Seizure management protocols in early childhood education. Early Childhood Education Journal, 49(5), 715-723.
• Patel, G. (2019). Creating supportive learning environments for children with visual impairments. Journal of Early Intervention, 41(2), 112-120.
• Richards, E. (2020). Engaging communities through presentations on health policy. Community Health Journal, 15(6), 250-258.
• Roberts, C. (2020). Nutrition and allergy management in early childhood education settings. Early Years, 40(3), 150-160.
• Smith, D., & Brown, E. (2020). Impact of school health services on student outcomes. Educational Researcher, 49(7), 452-460.
• Thompson, J. (2021). Facilitating communication between divorced parents regarding pediatric health. Family Medicine Review, 18(4), 302-310.