Global Healthcare Comparison Matrix and Narrative Statement -

Global Healthcare Comparison Matrix and Narrative Statement

Sample Answer for Global Healthcare Comparison Matrix and Narrative Statement Included After Question

If you talk about a possible poor health outcome, do you believe that outcome will occur? Do you believe eye contact and personal contact should be avoided?

You would have a difficult time practicing as a nurse if you believed these to be true. But they are very real beliefs in some cultures.

Differences in cultural beliefs, subcultures, religion, ethnic customs, dietary customs, language, and a host of other factors contribute to the complex environment that surrounds global healthcare issues. Failure to understand and account for these differences can create a gulf between practitioners and the public they serve.

In this Assignment, you will examine a global health issue and consider the approach to this issue by the United States and by one other country.

To Prepare:

Review the World Health Organization’s (WHO) global health agenda and select one global health issue to focus on for this Assignment.
Select at least one additional country to compare to the U.S. for this Assignment.
Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected.
Review and download the Global Health Comparison Matrix provided in the Resources.

The Assignment: (1- to 2-page Global Health Comparison Matrix; 1-page Plan for Social Change)

Part 1: Global Health Comparison Matrix

Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study.
Explain the strengths and weaknesses of each policy.
Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples.
Using the WHO’s Organization’s global health agenda as well as the results of your own research, analyze how each country’s government addresses cost, quality, and access to the global health issue selected.
Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples.
Explain how the health policy you selected might impact the role of the nurse in each country.
Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples.

Part 2: A Plan for Social Change

Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the U.S., your community, as well as your practice as a nurse leader.

In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.

Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.
Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.
Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples

By Day 5 of Week 11

Submit Part 1 and Part 2 of your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK11Assgn+last name+first initial.(extension)” as the name.
Click the Week 11 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 11 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK11Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

A Sample Answer For the Assignment: Global Healthcare Comparison Matrix and Narrative Statement

Title: Global Healthcare Comparison Matrix and Narrative Statement

Global Health Comparison Grid Template

HIV/AIDS is one of the global public health concerns that affect a significant percentage of the population. HIV/AIDS has high prevalence and incidence rates in most of the global states. The developing and under-developed nations are highly affected by the disease. In a response to the epidemic, global states have adopted policies that aim at reduce the rate of its spread as well as improving the quality of life for the patients affected by HIV. The purpose of this paper is to compare policy interventions adopted by the USA and Kenyan governments to address HIV/AIDS.

Global Healthcare Issue	HIV/AIDS
Description	HIV/AIDS is a disease that is caused by HIV virus. HIV/AIDs are a major global public health concern due to the large proportion of the population that is affected by it. The statistics shows that the rate of HIV/AIDs in the US in 2019 was 12.6 per 10,000 people. The global fact sheet shows that 37.7 million people globally were living with HIV/AIDS in 2020. HIV/AIDs have a high mortality and morbidity rate. As a result, global states have adopted interventions that aim at reducing the prevalence and prolonging the lives of the affected populations.
Country	United States	Kenya
Describe the policy in each country related to the identified healthcare issue	The American government has implemented policies that aim at increasing the testing of the population for HIV/AIDs and early initiation of treatment to suppress the viral multiplication (Padamsee, 2020).	The Kenyan government has implemented policies that support mass testing of HIV/AIDs and initiation of treatment. It has also implemented policies that increase collaboration between different levels of government to maximize the benefits of the interventions (Musyoki et al., 2018).
What are the strengths of this policy?	The policies recognize the vital role of increasing mass testing and initiation of treatments. It also increases multi-sectorial involvement in the implementation of the policies. The policies also strengthen community networks utilized in addressing the issue of HIV/AIDS.	The policies encourage active collaboration between the different levels of governments in the fight against HIV/AIDS. The policies also build on the previous policies to ensure the realization of optimum outcomes. They also recognize the importance of interventions such as the involvement of youth groups in addressing HIV/AIDs.
What are the weaknesses of this policy?	There is minimal political commitment to support the implementation of the policies. The state is also reluctant to embrace interventions that address issues related to sexuality and reproduction.	There are weak frameworks for implementing the policies. There is also the lack of defined roles of the various levels of government in the implementation process.
Explain how the social determinants of health may impact the specified global health issue. (Be specific and provide examples)	Social determinants of health such as income may affect HIV/AIDs in America. Low-income level is associated with increased predisposition to risky behaviors such as prostitution and drug abuse that are linked with HIV/AIDS. Education is the other social determinant. Low level of education increases the risk of poor outcomes such as access to employment opportunities and low income. It also affects the adoption of healthy lifestyles by the populations at risk of HIV/AIDS (Padamsee, 2020).	Poverty is a social determinant of HIV/AIDs in Kenya. Poverty predisposes individuals to risky behaviors such as prostitution, which is associated with HIV/AIDS. The other determinant is unemployment. Unemployment predisposes population to substance and drug abuse and unsafe sex practices, hence, HIV/AIDS (Musyoki et al., 2018).
How has each country’ government addressed cost, quality, and access to the selected global health issue?	Testing and treatment for HIV/AIDs is free in the USA. The government also has insurance plans such as Medicare and Medicaid that increase access to care for patients with HIV/AIDS.	Testing and treatment of HIV/AIDS is free in Kenya. Patients have free access to anti-retroviral drugs to reduce the severity of the disease.
How has the identified health policy impacted the health of the global population? (Be specific and provide examples)	The policies adopted by the US government have improved the health outcomes for patients with HIV/AIDS. The policies have addressed barriers to access to high quality care such as cost in the state. The access to treatment has also prolonged the lives of the patients with HIV/AIDS. It has also contributed to enhanced productivity among patients affected with HIV (Luz et al., 2019).	The policies adopted by the Kenyan government have led to the improvement in the health outcomes of people living with HIV/AIDS. The policies have also promoted equity in the access to and utilization of care by HIV/AIDS patients. Lastly, it has reduced the morbidity, mortality, and maternal-fetal transmission of HIV/AIDS among the affected populations.
Describe the potential impact of the identified health policy on the role of nurse in each country.	The policies for HIV/AIDS in the USA have implications on the role of nurses. The policies increase the role that nurses play in health promotion. Nurses have to educate the public about the causes, effects, treatment, and prevention of HIV/AIDS. They also have to address barriers to access to HIV-care in the different states (Padamsee, 2020).	The policy adopted by the Kenyan government has implications to the role of the nurse. It increases the need for nurses to engage in activities that create awareness among the population on the need for HIV-testing and initiation of treatment. It also translates into the need for the nurses to play a proactive role in the design of policies that address barriers to access to healthcare (Musyoki et al., 2018).
Explain how global health issues impact local healthcare organizations and policies in both countries. (Be specific and provide examples)	HIV/AIDs have considerable impacts on local healthcare organizations and policies. It affects the productivity of the state as well as health organizations. The loss in productivity is attributed to the increased need for hospital visits and hospitalizations and absenteeism in the affected populations. A high prevalence and incidence rate of HIV/AIDS also causes increased workload in healthcare organizations (Seyler et al., 2018).	HIV/AIDS is a highly prevalent public health problem in Kenya. It increases the workload for the healthcare providers as well as the spending of the government on its management and prevention. It also diverts the resources that could be used in the implementation of other public health policies. For example, resources that could be used for the management of other health problems such as tuberculosis are used in addressing HIV/AIDS in the country (Musyoki et al., 2018).
General Notes/Comments	HIV/AIDS has significant effect on the American and Kenyan economies. The policy initiatives adopted in both countries have been effective. They have addressed barriers to care for people with HIV/AIDS. Therefore, interventions to address the weaknesses in the policies should be adopted.

Reflection

I will advocate the incorporation of a global perspective into my local practice as a nurse leader to address the issue of HIV/AIDs in a number of ways. Firstly, I will work in collaboration with other nurses and healthcare providers in developing strategies to support the management and prevention of HIV/AIDs. I will work with healthcare providers within and outside my state in identifying evidence-based strategies that can be used in addressing the global public health issue. The other way in which I will advocate for the incorporation of a global perspective is through educating my colleagues on the importance of global perspective in HIV/AIDs management (Gower et al., 2017). Education will create awareness among the other healthcare providers about the importance of the global perspective in healthcare in facilitating optimum health outcomes for the people with HIV/AIDS.

The incorporation of the global perspective into my practice will impact my practice as a nurse and nurse leader. The incorporation

GLOBAL HEALTHCARE COMPARISON MATRIX AND NARRATIVE STATEMENT NURS 6050 — Global Healthcare Comparison Matrix and Narrative Statement

will strengthen my understanding of the diverse perspectives of practice that can be used to achieve optimum health outcomes for people with HIV/AIDS. It will also increase my understanding of the diversity in cultural needs of the patients with HIV/AIDS and promoting cultural competence in patient care. I will also learn about the effective inter and multi-stakeholder interventions that are needed in achieving the desired outcomes of care for patients and individuals with HIV/AIDS. The incorporation of the global perspective into my practice as a nurse and nurse leader will contribute to social change. It will introduce new practices of care that reflect diversity in healthcare. It will also lead to the understanding of the ways in which research, innovation and evidence-based practice can be used in addressing social determinants of health in HIV/AIDS (Gower et al., 2017).

Global Healthcare Comparison Matrix and Narrative Statement Conclusion

Overall, the policies adopted by the USA and Kenyan governments to address the issue of HIV/AIDS have been effective in reducing the rates of the disease and improving the health of the affected populations. The policies aim at addressing the social determinants of health that relate to HIV/AIDS. Nurses have critical roles to play in facilitating the successful implementation of the policies and driving the desired social change in their communities. Therefore, global states should explore addition policy initiatives that are needed to address the concerns related to HIV/AIDS.

Global Healthcare Comparison Matrix and Narrative Statement References

Gower, S., Duggan, R., Dantas, J. A. R., & Boldy, D. (2017). Something has shifted: Nursing students’ global perspective following international clinical placements. Journal of Advanced Nursing, 73(10), 2395–2406. https://doi.org/10.1111/jan.13320

Luz, P. M., Veloso, V. G., & Grinsztejn, B. (2019). The HIV epidemic in Latin America: Accomplishments and challenges on treatment and prevention. Current Opinion in HIV and AIDS, 14(5), 366–373. https://doi.org/10.1097/COH.0000000000000564

Musyoki, H., Bhattacharjee, P., Blanchard, A. K., Kioko, J., Kaosa, S., Anthony, J., Javalkar, P., Musimbi, J., Malaba, S. J., Olwande, C., Blanchard, J. F., Sirengo, M., Isac, S., & Moses, S. (2018). Changes in HIV prevention programme outcomes among key populations in Kenya: Data from periodic surveys. PLOS ONE, 13(9), e0203784. https://doi.org/10.1371/journal.pone.0203784

Padamsee, T. J. (2020). Fighting an Epidemic in Political Context: Thirty-Five Years of HIV/AIDS Policy Making in the United States. Social History of Medicine, 33(3), 1001–1028. https://doi.org/10.1093/shm/hky108

Seyler, L., Lacor, P., & Allard, S. D. (2018). Current challenges in the treatment of HIV. Polish Archives of Internal Medicine, 128(10), 609–616. https://doi.org/10.20452/pamw.4357

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

Course Room Etiquette:

It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

Office Hours:

My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

Late Policy and Grading Policy

Discussion questions:

I do not mark off for late DQ’s.
I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.

However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.