Discusses Components of End-of-Life Care The learner discusses components of end-of-life care with clients, patients, and families
7092.12.1 : Discusses Components of End-of-Life Care
The learner discusses components of end-of-life care with clients, patients, and families.
7092.12.2 : Analyzes Models and Interventions
The learner analyzes models and interventions for end-of-life care.
Introduction
End-of-Life Care focuses on the connected care model as it applies to the final stage of life. Ethnic and cultural factors affect an individual’s response to death and dying, and they must be considered with the client and family. A healthcare provider must help plan and implement ideal interventions to help individuals, families, and groups cope and agree on a common care goal with empathy and compassion.
For this task, you will demonstrate knowledge of end-of-life care components and cultural awareness. You will also demonstrate empathy and sensitivity when conveying end-of-life care information and support for the best plan for the client. You will guide the client and family in making decisions about preferred end-of-life care, provide empathetic support, manage conflict, document decisions, and review the plan with the client and family.
Note: All references used should be current, within the last five years.
Scenario
A 45-year-old Hmong woman, Ms. T., moved to Detroit, Michigan, with her husband and daughter. Her husband is HIV-positive. Her husband was abusive, and their marriage eventually ended. A few years ago, the client was diagnosed with HIV and hepatitis C. Since her diagnosis, Ms. T. has struggled with adhering to antiretroviral therapy. Though often working as a nail technician, she has been unhoused at various times during the past five years.
According to a family nurse practitioner at Health Outreach Clinic, care providers were able to help Ms. T. improve her CD4 cell count. They, however, were not aware of the full scope of her symptomology because of miscommunication. The client refused to work with an interpreter because she believes her illness has a spiritual cause and did not want to discuss the problem with another person. A Hmong translator was brought in to help the client understand her symptoms. After further testing, the client was diagnosed with stage III colon cancer when three large tumors were discovered. The first round of chemotherapy did not help, and the cancer progressed to stage IV.
Since her cancer diagnosis, Ms. T. has been unable to secure housing. She qualifies for some rental assistance programs due to her HIV-positive status. Because of her beliefs, however, she does not want to reveal her HIV status to help secure housing. Her situation is also complicated by the fact that she holds a green card but is not a citizen of the United States. Her 25-year-old daughter lives in another state and helps her mother as much she is able.
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Note: All references used should be current, within the last five years.
A. Describe how end-of-life care affects the client and family in the scenario.
B. Describe strategies to communicate end-of-life information to the client and family in a culturally sensitive manner.
C. Describe a plan that you believe will provide the best quality of life for the client and family.
1. Describe the approach you would take to discuss the plan with the client and family in a sensitive and empathetic manner to reach a shared a decision. Your communication methods must be appropriate, relevant, and beneficial to the client and family.
2. Explain the significance of key end-of-life care documents to advance care planning and decision-making.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
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