Examine the health-illness continuum and discuss why this perspective is important to consider
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 and are consistent with the Christian worldview.
- 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 wellnReflect 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 continuumess (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.
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.
Step-by-Step Expert Answer and Explanation
Human Experience across the Health-Illness Continuum
Health is dynamic because it involves the interplay of various factors and conditions that vary, influencing one’s physiological, emotional and psychological response. As A dynamic concept, health varies because of the change in the body’s biological functioning, exposure of one to environmental conditions, and adoption of certain lifestyle habits. Other factors such as one’s emotions and socioeconomic conditions account for the dynamic aspect of health.
Because these factors cumulatively determine a person’s health status, it is sensible to view health from the perspective of the illness-wellness continuum (Oben, 2020). For providers, viewing health from this perspective when caring for patients can motivate them to better care for patients by comprehensively addressing the patients’ needs.
The Health-Illness Continuum
The health-illness continuum recognizes how a wide range of factors work together to determine an individual’s wellbeing or their whole health. According to this concept, health not only transitions from one phase of health to the next, but it takes various forms including physical, emotional and physiological health (van der Lande et al., 2022). The concept, still, recognizes how social factors including the social relationships can hamper or promote health of individuals. Given this perspective about health, the absence of an illness does not necessarily represent good health.
The Importance of Health-Illness Continuum in Relation to Health and Human Experience when Caring for Patients
When caring for patients, providers should consider the health-illness continuum because of the benefits it presents in terms of optimizing the health outcomes, and improving patient experience of care. When providers incorporate this perspective into health care, they are likely to holistically understand health because it enables them to recognize how health shifts with changes in factors such as one’s behaviors.
Additionally, embracing the concept when working with patients, can lead to an increase in provider’s awareness of the essence of providing preventive care because the concept reinforces the need for providers to identify and address issues that may cause illness (Crisp, 2021).
If a provider is aware of the effect of negative emotions on health, for instance, they can opt for interventions such as counseling to reduce the effect of undesirable emotions on the patient’s health. Furthermore, knowing where the patient lies within the illness-continuum can enhance the nurse’s decisions when empowering the patients through education.
How as a Healthcare Provider, the Health-Illness Continuum can enable me to Better Promote Health in Line with Christian Worldview
The Christian worldview has various implications on health care because it recognizes the essence of delivering holistic care, and respecting the dignity of patients. As a healthcare provider, I find the health-continuum a resourceful framework for informing how to care for patients because the framework underscores the need for providers to recognize health as a product of various factors.
Thus, I would be compassionate, and empathetic when caring for patients because it makes them at ease. The worldview equally recognizes the importance of considering the multidimensional aspects of health when promoting patients’ health. Because the illness-wellbeing continuum also emphasizes the effect of emotions and other factors on health, I would take into account the patient’s holistic needs when delivering care.
Using the continuum as a guide, I would involve the patient in their care because patients understand their health needs including their position on the continuum (van Druten et al., 2022). Given that the Christian worldview stresses the need to allow patients to exercise autonomy, I would allow patients to make decisions on matters pertaining to their health.
The Behaviors that Support or Distract me from Health and Wellbeing
While I consider my diet balanced, and I stay away from using behavior-altering substances, I struggle maintaining social relationships which I feel are emotionally destructive. Sometimes when I am sick, I neglect seeking clinical intervention, yet I understand that this poses health risks because it can lead to serious complications (Kishan, 2020). Despite these weaknesses, I only get sick once in a while, and I therefore fall in the position of good health.
Resources Available for me Including How they Would be Resourceful as I Move Towards Wellness
To move to the next stage of the wellness continuum, I will need to consider seeking health care services from healthcare providers. Regularly going for assessments and screening is specifically crucial because it can help me stay informed about my health. It can equally help me come up with meaningful decisions on how to improve my health (Rovesti et al., 2018).
If the screening information reveals that I am at risk of developing chronic illnesses, for instance, I would modify my lifestyle by learning social skills and seeking psychotherapy services. I may also seek resources on social skills to learn how to sustain social relationships.
Conclusion
In conclusion, the health-illness continuum shows the change in people’s health experience as they move from one stage of the continuum to the other. The continuum serves a tool that allows providers to assess patients’ needs, and make clinical intervention decisions. One of the implications associated with the use of the tool is that it optimizes clinical outcomes because providers are likely to prioritize the prevention of illness when using it to promote health.
References
Crisp, N. (2021). Human flourishing in a health-creating society. Lancet (London, England), 397(10279), 1054–1055. https://doi.org/10.1016/S0140-6736(21)00585-7.
Kishan, P. (2020). Yoga and Spirituality in Mental Health: Illness to Wellness. Indian journal of psychological medicine, 42(5), 411–420. https://doi.org/10.1177/0253717620946995.
Oben, P. (2020). Understanding the Patient Experience: A Conceptual Framework. Journal of patient experience, 7(6), 906–910. https://doi.org/10.1177/2374373520951672.
Rovesti, M., Fioranelli, M., Petrelli, P., Satolli, F., Roccia, M. G., Gianfaldoni, S., Tchernev, G., Wollina, U., Lotti, J., Feliciani, C., & Lotti, T. (2018). Health and Illness in History, Science and Society. Open access Macedonian journal of medical sciences, 6(1), 163–165. https://doi.org/10.3889/oamjms.2018.056.
van der Lande, A. C. M. H., Treskes, R. W., Beeres, S. L. M. A., & Schalij, M. J. (2022). Continuum of Care: Positioning of the Virtual Hospital. Frontiers in cardiovascular medicine, 8, 779075. https://doi.org/10.3389/fcvm.2021.779075.
van Druten, V. P., Bartels, E. A., van de Mheen, D., de Vries, E., Kerckhoffs, A. P. M., & Nahar-van Venrooij, L. M. W. (2022). Concepts of health in different contexts: a scoping review. BMC health services research, 22(1), 389. https://doi.org/10.1186/s12913-022-07702-2.
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Rubric Criteria
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Criterion |
1. Unsatisfactory |
2. Insufficient |
3. Approaching |
4. Acceptable |
5. Target |
|---|---|---|---|---|---|
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Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc. |
0 points Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout. |
4.95 points Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent. |
5.21 points Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted. |
5.87 points Few mechanical errors are present. Suitable language choice and sentence structure are used. |
6.6 points No mechanical errors are present. Appropriate language choice and sentence structure are used throughout. |
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Development, Structure, and Conclusion Advances position or purpose throughout writing; conclusion aligns to and evolves from development. |
0 points No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered. |
5.78 points Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose. |
6.08 points Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose. |
6.85 points The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose. |
7.7 points The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose. |
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Format/Documentation Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline. |
0 points Appropriate format is not used. No documentation of sources is provided. |
3.3 points Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident. |
3.48 points Appropriate format and documentation are used, although there are some obvious errors. |
3.92 points Appropriate format and documentation are used with only minor errors. |
4.4 points No errors in formatting or documentation are present. |
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Evidence Selects and integrates evidence to support and advance position/purpose; considers other perspectives. |
0 points Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer. |
4.95 points Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect. |
5.21 points Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present. |
5.87 points Relevant evidence that includes other perspectives is used. |
6.6 points Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered. |
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Refection on Personal State of Health and the Health-Illness Continuum A reflection of personal state of health is provided. |
0 points Reflection on personal overall state of health is omitted. |
12.38 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. |
13.04 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. |
14.69 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. |
16.5 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. |
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Importance of Health-Illness Continuum to Health and Patient Care (B) A discussion on the importance of the health-illness continuum in relation to health and the human experience in patient care is presented. (C5.3) |
0 points A discussion on the health-illness continuum, including why this perspective is important to consider in relation to health and the human experience when caring for patients, is omitted and inaccurate. |
16.5 points A discussion on the health-illness continuum, including why this perspective is important to consider in relation to health and the human experience when caring for patients, lacks detail or is incomplete. |
17.38 points A discussion on the health-illness continuum, including why this perspective is important to consider in relation to health and the human experience when caring for patients, is present. |
19.58 points A detailed discussion on the health-illness continuum, including why this perspective is important to consider in relation to health and the human experience when caring for patients, is present. |
22 points A thorough and accurate discussion on the health-illness continuum, including why this perspective is important to consider in relation to health and the human experience when caring for patients, is present. |
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Relation of Human-Illness Continuum to Value, Dignity, and Promotion of Human Flourishing 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. |
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. |
16.5 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. |
17.38 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. |
19.58 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. |
22 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. |
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Resources Supporting Wellness Options and resources available that would help the author move toward wellness on the health-illness continuum are presented. |
0 points Options and resources available to help the author move toward wellness on the health-illness continuum are omitted. |
12.38 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. |
13.04 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. |
14.69 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. |
16.5 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. |
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Thesis, Position, or Purpose Communicates reason for writing and demonstrates awareness of audience. |
0 points The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident. |
5.78 points The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience. |
6.08 points The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience. |
6.85 points The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated. |
7.7 points The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience. |
