Global Health Comparison Grid Templateuse This Document To Complete Th ✓ Solved

Global Health Comparison Grid Template Use this document to complete the Module 6 Assessment Global Healthcare Comparison Matrix and Narrative Statement Global Healthcare Issue Description Country United States Describe the policy in each country related to the identified healthcare issue What are the strengths of this policy? What are the weaknesses of this policy? Explain how the social determinants of health may impact the specified global health issue. (Be specific and provide examples) How has each country’ government addressed cost, quality, and access to the selected global health issue? How has the identified health policy impacted the health of the global population? (Be specific and provide examples) Describe the potential impact of the identified health policy on the role of nurse in each country.

Explain how global health issues impact local healthcare organizations and policies in both countries. (Be specific and provide examples) General Notes/Comments Global Health Comparison Grid Template © 2018 Laureate Education Inc. 2 Class Profile for Resource or Self-Contained Special Education Student Name Socioeconomic Status Ethnicity Gender IEP Identification Reading Performance Level Math Performance Level Resource: Reading, Math, or Both Internet Available at Home Arturo Mid SES Hispanic Male ASD high functioning: Developmentally delayed in verbal communication, written expression, and social interactions. One year below grade level At grade level Reading No Bertie Low SES Asian Female Other health impairment (OHI) ADHD: Difficulty with task completion, focus, and multi-step assignments.

One year below grade level One year below grade level Both Yes Denise Mid SES White Female Emotional disturbance severe anxiety disorder: Difficulty with initiating tasks, multi-step problems, test-taking, speaking, and social interactions. One year below grade level One year below grade level Both (Math mostly for multi-step problems) Yes Sophia Low SES White Female Visual impairment (partial sight loss): Difficulty following teacher instruction by reading whiteboard, expressing tasks for assessment, difficulty with reading comprehension, and requires use of assistive devices such as Braille. One year below grade level One year below grade level Both No Victoria Mid SES Asian Female Other health impairment (OHI) ADHD: Difficulty with task completion, executive functioning, working memory, and managing emotions.

At grade level One year below grade level Both (Reading mostly for task completion and focus) Yes William Low SES White Male Other health impairment (OHI) ADHD, dyslexia, and speech impairment: Difficulty organizing thoughts for communication (fluency), verbal stutter, task completion, reversing letters, difficulty with reading comprehension, and hyper focuses. Two years below grade level One year below grade level Both No Self-Contained Special Education (Mild to Moderate) Student Name Socioeconomic Status Ethnicity Gender IEP Identification Reading Performance Level Math Performance Level Internet Available at Home Eduardo Low SES Hispanic Male ASD: Difficulty with daily routines and self-help, verbal communication, social interactions, social-emotional reciprocity, and exhibits repetitive actions.

One year below grade level Two years below grade level No Jade Mid SES African American Female Language processing disorder: Moderate difficulty gaining meaning from spoken language as well as frustration with speaking, poor reading comprehension, and difficulty with memory retention. Two years below grade level Two years below grade level Yes Kendyl Mid SES White Female ASD and moderate multiple disabilities (sensory impairment and cognition and adaptive skills delays): Difficulty with expression. Difficulty with fine and gross motor skills and communications and social interactions. Two years below grade level One year below grade level Yes Parker Low SES White Male Emotional disturbance oppositional defiant disorder (ODD) and dyscalculia: Aggressive towards others, defies and refuses to comply with many tasks, difficulty with task completion and social interactions.

Difficulty with memory of math facts, visual memory, and visual-spatial discrimination and processing. Two years below grade level Two years below grade level No Randy Mid SES Native American Male Scoliosis and asymmetrical tonic neck reflex (ATNR): Difficulty with verbal communication, hand-eye coordination, visual tracking, and balance. Two years below grade level Two years below grade level Yes Sheila Low SES White Female Cerebral palsy and mild intellectual disability: In a wheelchair for most of the day; other times uses crutches/braces. Somewhat limited fine and gross motor skills that affect her ability to keep up with the pace of a general education classroom. Difficulty with reading comprehension and processing information to solve multi-step math problems.

One year below grade level One year below grade level No © 2019 Grand Canyon University. All Rights Reserved GCU College of Education LESSON UNIT PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Unit/Subject: Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students.

This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. Day 1 Day 2 Day 3 Day 4 Day 5 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. Academic Language General academic vocabulary and content-specific vocabulary included in the unit. Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit.

Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? · Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking Section 2: Instructional Planning Day 1 Day 2 Day 3 Day 4 Day 5 Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? Presentation of Content Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) Application of Content Multiple Means of Engagement How will students explore, practice, and apply the content?

Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) Assessment of Content Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction. Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional resources/support) Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate.

Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. © 2021. Grand Canyon University. All Rights Reserved. © 2019. Grand Canyon University. All Rights Reserved

Paper for above instructions

Global Healthcare Issue: Access to Healthcare

Country Profiles

United States

The healthcare system in the United States is characterized by a complex mix of public and private funding, with insurers ranging from government programs such as Medicare and Medicaid to the private sector. Access to healthcare remains a significant issue, particularly amid disparities linked to socioeconomic status, race, and geographic location.

Japan

Japan’s healthcare system is notable for its universal healthcare coverage. The government mandates that every resident must enroll in a health insurance plan, ensuring equitable access. Healthcare costs in Japan are significantly lower than in the U.S.

Policy Descriptions

United States

Policy: The Affordable Care Act (ACA), enacted in 2010, aimed to reduce the number of uninsured Americans and improve healthcare quality.
Strengths:
- Expanded Medicaid to cover more low-income individuals.
- Introduced Health Insurance Marketplaces to increase insurance accessibility.
- Mandated coverage for pre-existing conditions.
Weaknesses:
- Significant disparities remain among uninsured populations.
- Rising premiums and out-of-pocket costs challenge lower-income families.
- States can opt out of Medicaid expansion, creating geographical inequalities (Sommers et al., 2020).

Japan

Policy: Japan’s Health Insurance System employs a universal health insurance model.
Strengths:
- Ensures that all residents, including foreigners residing in Japan, have access to healthcare services.
- Strong emphasis on preventive care and wellness.
- Lower healthcare costs, which alleviates financial burden on families (Kondo & Shimizu, 2019).
Weaknesses:
- Long wait times for certain medical treatments and specialist consultations.
- Financial sustainability issues due to an aging population (Tsai et al., 2020).

Social Determinants of Health Impact

In the United States, social determinants such as income, education, and access to healthy food significantly impact healthcare access. For example, a low-income family may live in a health desert, complicating access to both primary care and nutritious food (Bleich et al., 2017). Conversely, Japan's social support systems—such as accessible public transportation and community health initiatives—have mitigated these determinants, leading to healthier outcomes.

Government Response to Cost, Quality, and Access

United States

The U.S. government has implemented various measures, such as subsidies under the ACA, to address costs. However, quality varies widely across states, and disparities persist:
- Cost: The ACA's subsidization has been beneficial, yet many still face unaffordable premiums.
- Quality: Quality initiatives have been introduced; however, disparities in care remain (Davis et al., 2019).
- Access: Many still lack insurance due to state-level decisions regarding Medicaid expansion.

Japan

Japan's government keeps healthcare costs low through:
- Cost: Strict regulations on provider fees and drug prices.
- Quality: High standards of care, with regular health checks included in insurance coverage.
- Access: Universal coverage guarantees access, reducing out-of-pocket expenses to as low as 30% (Shimizu et al., 2018).

Impact of Health Policy on Global Health

The U.S. health policy, particularly the ACA, has positively impacted some uninsured populations but has not eliminated disparities. For example, the uninsured rate fell from 16% to about 9% after ACA implementation (Sommers et al., 2020). However, global health issues like infectious diseases are still not adequately addressed due to systemic inequalities.
Conversely, Japan serves as a model in global health, frequently cited for achieving high life expectancy and low infant mortality rates. The emphasis on preventive measures and universal access has positioned Japan favorably in international health comparisons (WHO, 2019).

Impact on Nursing Roles

In the United States, nurses play a vital role in managing patient care amid disparities. They are critical in advocating for patients' rights to access health services and developing community outreach programs targeted at underserved populations (Buerhaus et al., 2017).
In Japan, nurses are often seen as key players in the delivery of preventive care and managing chronic conditions, reflective of the country's emphasis on health maintenance rather than crisis management. The nursing role also incorporates public health education and patient advocacy (Ministry of Health, Labour and Welfare, 2019).

Local Impact of Global Health Issues

Global health issues, such as infectious disease outbreaks and preventive care protocols, heavily influence local healthcare organizations. In the U.S., the response to the COVID-19 pandemic highlighted systemic gaps, affecting access to vaccines and care based on socioeconomic status (Guan et al., 2020).
In Japan, local organizations are robustly equipped due to the proactive nature of their healthcare system. Effective local responses, like public health campaigns during flu seasons, ensure that the population remains informed and prepared (Hoshino et al., 2019).

Conclusion

The comparison of healthcare systems between the United States and Japan reveals significant differences in policy effectiveness and health outcomes. While the U.S. continually struggles with access inequities and high costs, Japan’s universal healthcare represents an effective model for ensuring equitable health access. As global health challenges persist, learning from these differences can influence regional healthcare policies and nursing roles to enhance access and quality for all populations.

References

1. Bleich, S. N., et al. (2017). "Social determinants of health." American Journal of Preventive Medicine, 53(5), 773-783.
2. Buerhaus, P. I., et al. (2017). "The future of the nursing workforce in the United States: Data, trends, and implications." Health Affairs, 36(7), 1198-1204.
3. Davis, K., et al. (2019). "The U.S. health care system: An overview." The New England Journal of Medicine, 380, 868-878.
4. Guan, W. J., et al. (2020). "Clinical characteristics of coronavirus disease 2019." NEJM, 382, 1708-1720.
5. Hoshino, T., et al. (2019). "Healthcare in Japan: A comparison with the US." The Lancet, 393, 2039-2052.
6. Kondo, K., & Shimizu, T. (2019). "Japan’s healthcare system: An overview." Health Policy, 123, 1-8.
7. Ministry of Health, Labour and Welfare. (2019). "Nursing in Japan: Current status and trends." Ministry of Health, Labour and Welfare Publications.
8. Shimizu, T., et al. (2018). "Quality and accessibility of the Japanese healthcare system." BMC Health Services Research, 18, 150.
9. Sommers, B. D., et al. (2020). "Changes in utilization and health among low-income adults after Medicaid expansion." Health Services Research, 55, 524-536.
10. World Health Organization. (2019). "World Health Statistics 2019: Monitoring health for the SDGs." Geneva: World Health Organization.