GCU Benchmark – Human Experience Across the Health-Illness Continuum
GCU Benchmark – Human Experience Across the Health-Illness Continuum
GCU Benchmark – Human Experience Across the Health-Illness Continuum
Aside from basic disease prevention, achieving balanced wellbeing is an ongoing process. Many people misunderstand the term “wellness.” Many people associate wellness with physical health, nutrition, and body weight, but it is much more than that. Well-being, according to Paladino and Fromme (2019), should be viewed as a holistic integration of physical, mental, and spiritual well-being that engages the mind, fuels the body, and nurtures the spirit. Historically, wellness has been defined within a disease framework, which means lowering health risks and preventing illnesses. Understanding the health-illness continuum can help promote patient wellness. In light of this, the paper discusses the health-illness continuum and its application to patient care.
Health-Illness Continuum and its Relation to Healthcare
The health-illness continuum depicts a change process in which people experience various states of health and illnesses, ranging from extremely good health to death, that fluctuate throughout their lives. According to Paladino and Fromme (2019), wellness is a dynamic goal and a continuous process; thus, daily decision making in health-related areas is required. The wellness paradigm encompasses the entire spectrum. This is the path that all patients must take in order to achieve a high level of wellness. According to Owen and elik (2018), the health-illness continuum describes health and illness as a spectrum with a high level of wellness at one end and a high level of illness and poor health at the other.
The middle of the continuum is a neutral point where there is no discernible wellness or illness. People more either side (to and forth) of the continuum daily from the neutral point. A high level of wellness is on the right end of the continuum while illness or death is on the left end. On the left side of the neutral point is the treatment paradigm and this is where the relevance of the health-illness continuum to healthcare becomes more visible (Corrigan et al., 2017). For instance, as one moves to the left end of the continuum, healthcare and medical interventions take over until the person returns to the neutral point. Once the individual returns to the neutral point, it is his responsibility to take measures that can enable him to attain a high level of health (wellbeing).
Importance of Understanding the Health-Illness Continuum to a Health Care Provider
Understanding the health-illness continuum is very important for a nurse to provide quality and optimum care to their patients. It enables health providers to ensure that patients continue to move towards the right direction along the continuum. A better understanding of the health-illness continuum, health care providers can visualize, plan, and accomplish goals for a healthier lifestyle (Corrigan et al., 2017). For instance, once the treatment paradigm is achieved and the patient has returned to the neutral point, a healthcare provider who understands the health-illness continuum does not stop at that point. He/she may educate the patient regarding strategies to achieve a higher level of wellbeing. For instance, home health nurses extend this continuum by visiting patients at home to carry out follow-ups as well as provide essential services (Corrigan et al., 2017). They perform this because they have a good understanding of the health-illness continuum.
Reflection on My Overall State of Health
I am well educated and fully aware of the health-illness continuum. Therefore, I understand what should be done and avoided to achieve high levels of wellness. Some of the behaviors that contribute to my wellness include healthy eating habits, regular daily moderate exercise, positive attitude towards achieving wellness, and regular screening of diabetes, high blood pressure, and diabetes which have records in my family (Perugini, Iglesia, Solano, & Keyes, 2017). Other qualities I poses include commitment and perseverance to achieve a high level of webbing. I tend to ignore things that could lead to mental distress and I attend church for spiritual nourishment. Based on these behaviors, I believe that I have achieved a high level of wellness on the continuum.
Options and Resources Available To Help Me Achieve Wellness
To stay safe, physical options include eating healthy, exercising regularly, and avoiding dangerous or abusive environments, among others. Having a positive relationship with good people while attempting to manage stress and emotions is one of the social options. Reading consciously about good ways to achieve wellness is one intellectual option (Payton, 2017). Attending church to receive spiritual nourishment, which is part of wellness, is a spiritual option. Counseling programs, healthcare facilities, friends, family, books, church, and community resources such as free fields for physical exercise are all available.
Assessment Description
Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:
Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing.
Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).
You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assesses the following competency:
RN-BSN
5.1. Understand the human experience across the health-illness continuum.
Attachments
NRS-434VN-R-IndividualHealthHistoryandExaminationAssignment-Student.docxNRS-434VN-R-Functional-Health-Pattern-Ass
Benchmark – Human Experience Across the Health-Illness Continuum – Rubric
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Health-Illness Importance to Health and Patient Care (C5.1)
20 points
Criteria Description
Health-Illness Importance to Health and Patient Care (C5.1)
5. Excellent
20 points
A discussion on the importance of the health-illness continuum in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Strong rationale is offered for support.
4. Good
17.8 points
A discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Some rationale is needed for clarity.
3. Satisfactory
15.8 points
A general discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion generally establishes that the health-illness continuum is important to patient care. There are some inaccuracies. More information or rationale is needed.
2. Less than Satisfactory
15 points
A partial summary on the importance of the health-illness continuum is presented. The summary does not fully include the relation of the continuum to health and the human experience in patient care. There are significant inaccuracies. More evidence or information is needed.
1. Unsatisfactory
0 points
A discussion on the importance of the health-illness continuum is not presented.
Relation of Human-Illness Continuum to Value, Dignity, and Promotion of Human Flourishing
20 points
Criteria Description
Relation of Human-Illness Continuum to Value, Dignity, and Promotion of Human Flourishing
5. Excellent
20 points
A thorough explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is logically and convincingly presented. The explanation draws clear connections between the role of the health care provider and the promotion of human flourishing. Strong rationale is offered for support.
4. Good
17.8 points
An explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented. The explanation demonstrates that the health care provider does play a role in promoting human flourishing, but some additional rationale is needed for clarity.
3. Satisfactory
15.8 points
A general explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented. There are some inaccuracies, and more information or rationale is needed to support the response.
2. Less than Satisfactory
15 points
A partial explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is presented, but the connection is tenuous and key elements are omitted, incomplete, or left unexplained.
1. Unsatisfactory
0 points
An explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is not presented.
Refection on Personal State of Health and the Health Illness Continuum
20 points
Criteria Description
Refection on Personal State of Health and the Health Illness Continuum
5. Excellent
20 points
A well-developed discussion of personal state of health is included. The discussion demonstrates strong personal insight into behaviors supporting or detracting from health and well-being. The author clearly establishes where personal health falls on the health-illness continuum.
4. Good
17.8 points
A discussion of personal state of health is included. The discussion demonstrates personal insight into overall behaviors supporting or detracting from health and well-being. The author establishes where personal health falls on the health-illness continuum.
3. Satisfactory
15.8 points
A general discussion of personal overall state of health is included. Overall the discussion demonstrates some insight into some behaviors supporting or detracting from health and well-being. The author does not clearly establish where personal health falls on the health-illness continuum.
2. Less than Satisfactory
15 points
A partial summary of personal overall state of health is included. The summary is not informative. Behaviors supporting or detracting from health and well-being are omitted or incomplete.
1. Unsatisfactory
0 points
Reflection on personal overall state of health is omitted.
Resources Supporting Wellness
20 points
Criteria Description
Resources Supporting Wellness
5. Excellent
20 points
Options and resources available that would be extremely helpful to help the author move toward wellness on the health-illness continuum are presented. The author clearly establishes how these will assist in moving toward wellness. Insight into wellness as it pertains to the health illness continuum is demonstrated.
4. Good
17.8 points
Options and resources available that would reasonably help the author move toward wellness on the health-illness continuum are presented. The author establishes how these resources will assist in moving toward wellness.
3. Satisfactory
15.8 points
General options and resources available that would help the author move toward wellness on the health-illness continuum are presented. More information is needed to establish how this will assist in moving the author toward wellness.
2. Less than Satisfactory
15 points
Partial options and resources available that would help the author move toward wellness on the health-illness continuum are presented. It is unclear how this will assist in moving the author toward wellness.
1. Unsatisfactory
0 points
Options and resources available to help the author move toward wellness on the health-illness continuum are omitted.
Thesis Development and Purpose
5 points
Criteria Description
Thesis Development and Purpose
5. Excellent
5 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
4. Good
4.45 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
3. Satisfactory
3.95 points
Thesis is apparent and appropriate to purpose.
2. Less than Satisfactory
3.75 points
Thesis is insufficiently developed or vague. Purpose is not clear.
1. Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
Argument Logic and Construction
5 points
Criteria Description
Argument Logic and Construction
5. Excellent
5 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
4. Good
4.45 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
3. Satisfactory
3.95 points
Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
2. Less than Satisfactory
3.75 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
1. Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5. Excellent
5 points
Writer is clearly in command of standard, written, academic English.
4. Good
4.45 points
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
3. Satisfactory
3.95 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
2. Less than Satisfactory
3.75 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
1. Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Paper Format (use of appropriate style for the major and assignment)
2 points
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
5. Excellent
2 points
All format elements are correct.
4. Good
1.78 points
Template is fully used; There are virtually no errors in formatting style.
3. Satisfactory
1.58 points
Template is used, and formatting is correct, although some minor errors may be present.
2. Less than Satisfactory
1.5 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
1. Unsatisfactory
0 points
Template is not used appropriately, or documentation format is rarely followed correctly.
Documentation of Sources
3 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. Excellent
3 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Good
2.67 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Satisfactory
2.37 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. Less than Satisfactory
2.25 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. Unsatisfactory
0 points
Sources are not documented.
Total 100 points
