Population Affected by Disabilities. Rural and Migrant Health – Savvy Essay Writers | savvyessaywriters.net
Population Affected by Disabilities. Rural and Migrant Health – Savvy Essay Writers | savvyessaywriters.net
Population Affected by Disabilities.
Rural and Migrant Health
Read chapter 21 and 23 of the class textbooks and review the attached PowerPoint presentations. Once done, answer the following questions.
Mention and discuss the differentiation between the medical model and social construct definitions of disability.
Identify and discuss selected health care and social issues that influence the ability of people with disabilities to live and thrive in the community.
Mention and discuss the characteristics of rural community health nursing practice.
Mention and describe the features of the health care system and population characteristics common to rural aggregates.
As stated in the syllabus present your assignment in an APA format word document, APA required font attached to the forum in the discussion tab of the blackboard titled “Week 1 discussion questions” and the SafeAssign exercise in the assignment tab of the blackboard which is a mandatory requirement. A minimum of 2 evidence-based references (besides the class textbook) no older than 5 years must be used. You must post two replies on different dates to any of your peers sustained with the proper references no older than 5 years as well and make sure the references are properly quoted in your assignment. The replies cannot be posted on the same day, I must see different dates in the replies. A minimum of 800 words is required and not exceeding 1,000 words (excluding the first and reference page). Please make sure to follow the instructions as given and use either spell-check or Grammarly before you post your assignment.
Please check your assignment after the week is due or after it is graded because of I either made comments or ask for clarification in some replies or the assignment that required your response.
Due dates: Assignment – Wednesday, June 24, 2020, at 11:59 PM in the discussion tab of the blackboard, and in the SafeAssign exercise in the assignment tab of the blackboard.
Chapter 21
Populations Affected by Disabilities
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
Most people whose lives do not end abruptly
will experience disability.
– Nies & McEwen (2015)
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Doing a Self-Assessment
What comes to mind when you think of someone with a disability?
Picture yourself as a person with a disability.
Imagine yourself as a nurse with a visible disability, or a client receiving care from a nurse with a disability.
Think about living in a family affected by disability.
What is the experience of living with disability within your community?
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Definitions for Disability
Disability is the interaction between individuals with a health condition and personal and environmental factors.
– World Health Organization, 2012
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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WHO International Classification of Functioning, Disability, and Health
Disability is an umbrella term covering impairments, activity limitations, and participation restrictions (individual level).
An impairment is a problem in body function or structure—activity limitation or participation restriction (micro level).
A handicap is a disadvantage resulting from an impairment or disability that prevents fulfillment of an expected role (macro level).
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Table 21-1
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Characteristic Impairment Disability Handicap
Definition Physical deviation from normal structure, function, physical organization, or development May be objective and measurable Not objective or measurable; is an experience related to the responses of others
Measurability Objective and measurable May be objective and measurable Not objective or measurable; is an experience related to the responses of others
Illustrations Spina bifida, spinal cord injury, amputation, and detached retina Cannot walk unassisted; uses crutches and/or a manual or power wheelchair; blindness Reflects physical and psychological characteristics of the person, culture, and specific circumstances
Level of analysis Micro level (e.g., body organ) Individual level (e.g., person) Macro level (e.g., societal)
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National Agenda for Prevention of Disabilities (NAPD) Model
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Figure 21-1 Reprinted with permission from Pope AM, Tarlov AR, editors: Disability in America: toward a national agenda for prevention, Washington, DC, 1991, Institute of Medicine, National Academy Press. Copyright © 1991 by the National Academy of Sciences. Courtesy National Academy Press, Washington, DC.
Quality of Life Issues
Transportation to a needed service
Cost of care
Appointment challenges
Language barriers
Financial issues
Migrant/noninsured issues
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Models for Disability
Medical model—a defect in need of cure through medical intervention
Rehabilitation model—a defect to be treated by a rehabilitation professional
Moral model—connected with sin and shame
Disability model—socially constructed
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Disability: A Socially Constructed Issue
Disability is a complex, multifaceted, culturally rich concept that cannot be readily defined, explained, or measured (Mont, 2007).
Whether the inability to perform a certain function is seen as disabling depends on socio-environmental barriers (e.g., attitudinal, architectural, sensory, cognitive, and economic), inadequate support services, and other factors (Kaplan, 2009).
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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“Medicalization” Issues
Nurse needs to differentiate …
A person who has an illness and becomes disabled secondary to the illness
versus …
A person who has a disability, but may not need treatment
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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“Medicalization” Issues (Cont.)
Nurse’s interaction with PWD and families
Approach on an eye-to-eye level
Listen to understand
Collaborate with the person/family
Make plans and goals that meet the other’s needs and draw on strengths and improve weaknesses
Empower and affirm the worth and knowledge of the person/family with a disability
Promote self-determination and allow choices
Note: PWD = persons with disabilities
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Historical Perspectives
Long history of institutionalization/segregation
Often viewed as sick and helpless
In the 20th century, special interest groups emerged to advocate for PWD (e.g., ARC)
Tragedies include Hitler’s euthanasia program
Deinstitutionalization began in 1960s-1970s
Stereotypical images still common in literature and media; these images influence prevailing perceptions of disability
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Historical Context for Disability
Early attitudes toward PWD
Set apart from others
Viewed as different or unusual
Documented in carvings and writings
Infanticide or left to die (not in Jewish culture)
Viewed as unclean and/or sinful
Served as entertainers, circus performers, and sideshow exhibitions
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Historical Context
18th and 19th century attitudes
No scientific model for understanding and treating
Disability seen as an irreparable condition caused by supernatural agency
Viewed as sick and helpless
Expected to participate in whatever treatment was deemed necessary to cure or perform
Industrial Revolution stimulated a societal need for increased education
If not third-grade level = feeble-minded
Special schools established in early 1800s
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Historical Context (Cont.)
20th century attitudes
Special interest groups were formed
First federal vocational rehabilitation legislation passed in early 1920s
Involuntary sterilization of many with intellectual disabilities
ARC (Association for Retarded Children) began to advocate for children with intellectual disabilities—today is Association for Retarded Citizens
ARC is “world’s largest community-based organization of and for people with intellectual and developmental disabilities” (ARC, 2009)
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Historical Context (Cont.)
20th century attitudes
One of the most horrendous tragedies under Hitler’s euthanasia or “good death” program
Killed at least 5000 mentally and physically disabled children by starvation or lethal overdoses
Killed 70,274 adults with disabilities by 1941
Over 200,000 people exterminated because they were “unworthy of life”
Deinstitutionalization movement in 1960s and 1970s
Community-based Independent Living Centers established
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.
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Historical Context (Cont.)
Contemporary conceptualization
Stereotypical images remain common in literature and media
Population portrayed as a burden to society or from pity/pathos or heroic “supercrip” perspectives
“just as the paralytic cannot clear his mind of his impairment, society will not let him forget it.” (Murphy, 1990, p. 106)
Societal stigma still exists
Teasing or bullying often occurs in schools
Rehabilitation Act of 1973 and American with Disabilities Act of 1990 prohibit “disability…
