BHA 3202, Standards for Health Care Staff 1 Course Le

BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
7. Formulate a plan for advancing in a career.
7.1 Integrate a decision-making process to plan for your own
career advancement.
Course/Unit
Learning Outcomes
Learning Activity
7
Unit Lesson
Chapter 10
Unit VII Scholarly Activity
7.1
Unit Lesson
Video: “Discover your Personality Type”
Unit VII Scholarly Activity
Reading Assignment

Chapter 10: Your First Position as a Health Care Professional
Additional Reading Assignment:
In order to access the following resource, click the link below.
Truity. (2011, June 17). Discover your personality type | Myers
Briggs [Video]. YouTube.
https://www.youtube.com/watch?v=WQoOqQiVzwQ
Unit Lesson
One thing that José has discovered on his journey to learn about
the role of healthcare administrator and how
to advance his career in the field is that he has to learn to think
differently and to approach reasoning from the
point of view of others if he wants to be successful. In looking
at a YouTube video about personality types
called Discover Your Personality Type, he has learned that
there are even ways to measure a person's
personality. He also has learned that the person's personality
type leads to different ways of thinking.
José has learned that critical thinking is the key to good
management. He asks Jane about her viewpoint on
critical thinking, and Jane shares the following points with José,
saying that it is really more about leadership
than management (Porter-O'Grady & Malloch, 2015). Jane said
that critical thinking involves the following
things:
• being able to analyze what another says and means,

• reaching some kind of determination about that meaning,
• looking at all options,
• making a conclusion about what needs to be done, and
• sharing the results with others in a clear manner.
José tells Jane that he makes decisions differently from her, and
she acknowledges that this is true from what
she has observed. Jane tells José that he tends to think
deductively because she sees him asking for facts
about a situation and assumes that the facts are true. She says
that it reminds her of someone going from A
to B to C and so on to get to Z. José agrees that he does think
that way, but he does not feel that Jane does.
Jane agrees with his assessment. Jane tells José that she uses
inductive reasoning a lot, which she likens to
UNIT VII STUDY GUIDE
Plan to Get Ahead
going from A to D to Q to F and then to Z. She says that this is
something that she does based on what she
feels and is less reliable at times than what José does, but both
approaches are fine (Colbert & Katrancha,
2016).
She goes on to say that critical thinking is often based on
deductive thinking, which is where one seeks out
knowledge and keeps a healthy questioning attitude. She says

that it is important to think critically when
caring for patients in any healthcare organization and for
leading those who provide that care to ensure
quality and open communication. Jane tells José that she has
seen his growth in this area over his time at the
clinic and feels that it is time for him to advance in his career
with the clinic. She feels that he is making solid
decisions in his research about the role of healthcare
administrator and feels he should definitely apply for the
position she is vacating.
Based on what José has learned about personalities and
thinking, Jane feels it is time for them to discuss the
decision-making process. José tells Jane that he has been
thinking about this for some time as he considers
how to advance his career as a healthcare administrator and
formulates a plan to prepare to apply for the
position she is vacating. He shares how he has discovered that
there are actually well-defined steps in the
decision-making process, which are listed below (Colbert &
Katrancha, 2016).
• Step 1: Define the opportunity with the mindset of the change
being a positive experience. Ask the
questions below.
o How does this change affect the patients in our care?
o How does this change influence the work environment and
processes?
• Step 2: Generate ideas with the mindset that there are often
more ways than one to address a
change, and critical thinking about the change sets the tone. Ask
the questions below.
o How many different ideas can we generate?
o Can we suspend the voice in our heads that says, “That is not

how we do things here”?
• Step 3: Evaluate all possible ideas, and select the best by
asking the questions below.
o What are the pros of the different ideas we have generated?
o What are the cons of the different ideas we have generated?
o Which idea has the best chance for success, and why?
• Step 4: Implement the best idea in the best way possible so
positive change results. Ask the
questions below.
o How should we implement this idea?
o Who needs to know about the idea?
o Who are key stakeholders relevant to the idea?
o What strengths do we have that will help with implementing
the idea?
o What skills do we have that will aid in implementing the idea?
• Step 5: Evaluate the outcomes of the change by asking the
questions below.
o Were patients affected in a positive way?
o Were the quality of care standards met?
o Did the idea implemented have a positive outcome and make a
positive change?
o Can we continue with the idea?
Jane is pleased with the steps of the decision-making process
that José shared with her. She feels that he
has identified the key questions that ensure each step has a
positive outcome. José has realized that he has
always used the five steps in the decision-making process at the
clinic and that using them now, as he
decides what his next career goals and advancements should be,
is key to the whole process. He clearly
sees how he will plan for the job interview he faces for the new

position, basing it on a systematic decision-
making process.
José has decided that he is a critical thinker and that his
personality type can be used as an advantage in the
role of healthcare administrator. He feels more prepared to
make important decisions related to quality patient
health care and that he has an idea about how he can use all that
he learned to develop his future
professional goals. José has discovered that a cl ear decision-
making process helps in planning and
advancing in a career. He now knows that having a systematic
approach will lead to not only a successful
career plan but will also make him more effective in fulfilling
his role as a healthcare professional.
References
Colbert, B. J., & Katrancha, E. D. (2016). Career success in
health care: Professionalism in action (3rd ed.).
Cengage Learning.
Porter-O'Grady, T., & Malloch, K. (2015). Quantum leadership:
Building better partnerships for sustainable

health (4th ed.). Jones & Bartlett Learning.
Truity. (2011, June 17). Discover your personality type | Myers
Briggs [Video]. YouTube.
Consider This!
Jane tells José that Step 2 is often defined in terms of
brainstorming where ideas flow freely and without
judgment calls being made. She asks José to take the following
opportunity to brainstorm three possible
ideas to address a situation in which patient wait times have
increased to 30 minutes on average.
Help José by identifying three ideas to use to address this
opportunity. Some might be to accomplish the
following tasks:
• decrease the number of patients scheduled for each time slot,
• increase the time slotted for each appointment by 5 minutes,
and
• hire a new nurse practitioner or physician.
José decides that he will go one step further and address Step 3
because Jane's request has spurred him
to think about how he will evaluate the ideas he brainstormed.
He then creates a possible short- and long-
term outcome for each of the ideas generated above.

• Short-term goal 1:
o Decrease patient waiting time by 5 minutes.
• Long-term goal 1:
o Decrease patient waiting time by 20 minutes.
o Send out patient insurance forms a week before the
appointment so patients do not have to fill
them out when they arrive.
o Place the patient insurance forms on a patient portal, and have
the patient fill them out or
review them two days before they arrive at the appointment.
o Assign more staff to reception during high-patient volume
hours.
o Hire two new receptionists.
Suggested Reading
You read the following textbook chapter in Unit III. It is

suggested to review this chapter for this unit as the
concepts are explored further.
Chapter 4: Thinking and Reasoning Skills
In order to access the following resource, click the li nk below.
José has discovered that personalities influence all we do and
how we relate to culture. Much was learned
about culture by of exploring the website for the U.S.
Department of Health & Human Services in Unit V. This
article expands that knowledge by linking culture and
personality.
Gridley, M. C. (2014). Cross-cultural comparison of engineers'
thinking styles. Psychology Journal, 11(2), 55–
59.
https://libraryresources.columbiasouthern.edu/login?url=http://s
earch.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=98995352&site=ehost-live&scope=site
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in
their course of study. You do not have to submit
them. If you have questions, contact your instructor for further
guidance and information.
José has found himself thinking about thinking, something that
he never did before his conversation with
Jane. He locates an article that goes much further in-depth about
the critical thinking process and its
application in health care. It asserts that critical thinking

influences clinical decision-making.
You can read the article by clicking the link below.
Riddell, T. (2007). Critical assumptions: Thinking critically
about critical thinking. Journal of Nursing
Education, 46(3), 121–126.
https://libraryresources.columbiasouthern.edu/login?auth=CAS
&url=http://search.proquest.com.library
resources.columbiasouthern.edu/docview/203948831?accountid
=33337
earch.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9899
5352&site=ehost-live&scope=site
earch.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9899
5352&site=ehost-live&scope=site
&url=http://search.proquest.com.libraryresources.columbiasouth
ern.edu/docview/203948831?accountid=33337
&url=http://search.proquest.com.libraryresources.columbiasouth
ern.edu/docview/203948831?accountid=33337
HCA 3302, Critical Issues in Health Care 1
Course Learning Outcomes for Unit VIII

1. Critique arguments related to the impact of social factors that
influence the U.S. health care system.
2. Defend an opinion on critical issues facing the U.S. health
care system in the 21st century.
3. Evaluate the impact of commonly accepted business
principles used to create an equitable health
care system.
4. Summarize the differences between various health care
providers.
5. Explain the impact of technology on the health care industry.
6. Summarize the government’s impact on health care
regulations and reform.
7. Discuss common ethical principles applied to critical
bioethical issues.
8. Outline common management procedures that affect health
care organizations’ strategic goals.
8.1 Discuss ethical models and how they are applied in health

care organizations.
8.2 Review new technologies that could be applicable to health
care.
Course/Unit
Learning Outcomes
Learning Activity
1 Final Exam
2 Final Exam
3 Final Exam
4 Final Exam
5 Final Exam
6 Final Exam
7 Final Exam
8.1, 8.2
Unit Lesson
Chapter 16
Final Exam
Required Unit Resources
Chapter 16: Looking Toward the Future
Unit Lesson
In this unit, we will learn about the future of health care as new
technologies are implemented. We will also
cover the ethics surrounding the use of new health care
technologies. Specifically, we will learn about the

ethic of care model and the narrative model of ethics.
Ethics of Care Model
In the 1980s, the ethics of care model grew from moral
development research done by feminist Carol Gilligan.
The ethics of care model focuses on the entire picture,
specifically the relationships and context in decision-
making (Morrison & Furlong, 2019). The use of this model has
been popular with health care providers,
UNIT VIII STUDY GUIDE
Looking Toward Health
Care Ethics in the Future
UNIT x STUDY GUIDE
Title
specifically women and nurses. The ethics of care model depicts
moral agents as interconnected, dependent,
vulnerable, and in asymmetric ways (Pettersen, 2011).
Care is the normative core of the ethics of care model and is a
normative value that is related to the ideal of
not inflicting harm and aiming at preventing harm. The ethics of
care model can be displayed as the
combining of the ethical principle of non-maleficence and the

principle of beneficence. Therefore, the
normative value of care is related to promoting good (Pettersen,
2011).
Narrative Ethics Model
The narrative ethics model was derived from the
biopsychosocial medicine and patient-centered medicine
models. The narrative ethics model is a model for health care
practice that proposes an ideal of care and then
provides practical and conceptual meaning to strive to that ideal
(Charon, 2001). It has gained increased
components in the last two decades (Morrison & Furlong,
2019). Narrative medicine looks specifically at the
personal connections between the patients and the health care
providers and incorporates the illness, the
meaning of the health care practice for the providers, the health
care providers’ collective profession of their
ideals, and health care’s discourse with society (Charon, 2001).
The narrative ethics model helps health care
providers to improve the effectiveness of their medical practices
through their work with the public,
colleagues, patients, and themselves.
Narrative knowledge is also applied to the fields of nursing,
history, philosophy, law, anthropology, religious
studies, government, and sociology. Narrative knowledge is
understanding the true significance and meaning
of stories through symbolic, cognitive, and affective means. In
health care, this can be applied by providing a
comprehensive picture of a person (the patient’s) lifestyle and
situation. In health care, there are several
narratives that apply: the patient and the health care provider,
the health care provider and colleagues, the
health care provider and society, and the health care provider

and him or herself (Charon, 2001).
So, what exactly is a narrative? In the health care setting, it is
the story or state of affairs that a person has to
tell. The patient recounts (narrates) his or her acts, set of
events, etc. to the health care provider. As the
health care provider listens to the patient’s narrative, he or she
is often entered into and moved by the
narrative of the patient (Charon, 2001). Stories are an important
part of the narrative ethics model.
Seen daily in the health care profession through research,
teaching, academia, and patient care are the works
of narratives. Having health care providers who are aware of the
narrative aspects of their health care
practices and ethical practices ultimately makes for a better care
team (Jones, 1999).
Emergent Technologies and Ethics
Health care providers need to follow medical ethics, but
sometimes advances in technologies make it difficult.
The University of Notre Dame’s John J. Reilly Center for
Science, Technology, and Values announced a list
of emerging ethical dilemmas in science and technology on a
yearly basis until 2018. It is now published by
Dr. Jessica Baron, formerly of the John J. Reilly Center for
Science, Technology, and Values (Tech Top 10,
2018). The published list from 2019 contains a few items
related to health care.
• Insect allies is creating genetically modified insects to deliver
viruses to plants. This is ethically
questionable as it brings about a new biotechnology regarding

sticking new genes into things to make
changes in the way that a person wants. Viruses are used
frequently in this process.
• Seeding trials are clinical trials that are not to find the
efficacy of a pharmaceutical drug but to suggest
new uses to health care providers so there is scientific data to
support off-label usage. This is
basically a trial designed solely for marketing purposes.
• DIY neurohacking involves an at-home device to zap one’s
brain in hopes of improving cognitive
function. This includes obvious dangers.
If you would like to further explore the list of ethical dilemmas
and policy issues in science and technology,
take a look at the Tech Top 10 website.
Complementary and Alternative Medicine and Ethics
http://reillytop10.com/
UNIT x STUDY GUIDE
Title
Complementary therapies have many different names:

alternative medicine, complementary and alternative
medicine, integrated health care, or integrative medicine. Over
the past couple of decades, alternative
medicine use has grown. Complementary therapies have become
an important arena within health care.
Complementary therapies have a high level of acceptance in the
overall population, and this can present
challenges to health care professionals as well as raise ethical
issues (Ernst et al., 2004).
There are three ethical issues surrounding complementary
therapies: safety, scope of practice, and cultural
diversity. Safety, the first ethical issue, refers to the degree of
safeness that complementary therapies have or
lack. There are thousands of complementary therapies; many of
which lack regulation through the Food and
Drug Administration (Silva & Ludwick, 2001). The second
ethical issue surrounds the scope of practice. If a
complementary therapy is to be used within a nursing practice,
does the nurse have the competence to
administer the therapy and not violate standards of practice? If
scope of practice is not clear to the patient and
the health care provider, then harm is likely to occur. The third
ethical issue is cultural diversity. The United
States is becoming more and more culturally diverse. With this
growth, health care staff needs to make sure
they are culturally competent and nonjudgmental of a patient’s
history in using complementary therapies. The
health care team also needs to be sensitive to the ethical
principle of justice (Silva & Ludwick, 2001). Health
care providers are becoming more receptive to complementary
therapies, and the therapies have gained
attention in the mainstream media due to patients’ interest in
their own health, well-being, and prevention
(Morrison & Furlong, 2019). Health care providers are also now
learning more about complementary

therapies in their schooling, and there are research institutions
that are actively researching complementary
therapies applied to health care.
References
Charon, R. (2001). Narrative medicine: A model for empathy,
reflection, profession, and trust. Journal of the
American Medical Association, 286(15), 1897–1902.
https://jamanetwork.com/journals/jama/fullarticle/194300
Ernst, E., Cohen, M. H., & Stone, J. (2004). Ethical problems
arising in evidence based complementary and
alternative medicine. Journal of Medical Ethics, 30(2), 156–
159.
https://jme.bmj.com/content/30/2/156.full
Jones, A. H. (1999). Narrative based medicine: narrative in
medical ethics. British Medical Journal,
318(7178), 253–256.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1114730/
Morrison, E. E., & Furlong, B. (Eds.). (2019). Health care
ethics: Critical issues for the 21st century (4th ed.).
Jones & Bartlett Learning.
Pettersen, T. (2011). The ethics of care: Normative structures
and empirical implications. Health Care

Analysis, 19(1), 51–64.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC303747 4/
Silva, M. C., & Ludwick, R. (2001). Ethics: Ethical issues in
complementary/alternative therapies. Online
Journal of Issues in Nursing, 7(1).
http://ojin.nursingworld.org/MainMenuCategories/ANAMarketp
lace/ANAPeriodicals/OJIN/Columns/Et
hics/EthicalIssues.html
Tech Top 10. (2018). Home. http://reillytop10.com/
Course Learning Outcomes for Unit VIIIRequired Unit
ResourcesUnit LessonEthics of Care ModelNarrative Ethics
ModelEmergent Technologies and EthicsComplementary and
Alternative Medicine and EthicsReferences
Course Learning Outcomes for Unit VII
2. Defend an opinion on critical issues facing the U.S. health
care system in the 21st century.
2.1 Discuss specific health inequality and inequity examples.

3. Evaluate the impact of commonly accepted business
principles used to create an equitable health
care system.
3.1 Analyze the factors necessary to create a more equitabl e
health care system.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 12
Unit VII PowerPoint Presentation
3.1
Unit Lesson
Chapter 12
Unit VII PowerPoint Presentation
Required Unit Resources
Chapter 12: Health Inequalities and Health Inequities
Unit Lesson
In this unit, we will discuss health inequalities and health
inequities in the United States. Specifically, we will
discuss what the health inequalities and health inequities in the
United States are, how they are measured,

possible ways to reduce them, and the ethical issues raised.
Health inequalities and health inequities that exist have an
overall negative impact on health outcomes. In the
United States, health disparities exist for various reasons such
as socioeconomic status, gender, ethnicity,
race, and geographical region (Morrison & Furlong, 2014).
Health disparities are gaps that exist between
different populations who are at a social disadvantage because
of social health determinants. However, since
the 1980s, there has been considerable attention to the issue of
health inequalities (Murray et al., 1999).
Health Inequalities and Health Inequities
The term health has many definitions. One common definition is
the absence of disease. More specifically,
health involves certain indicators such as life expectancy,
survival rate, morality, and disease prevalence and
incident. Further, individual health status is often assessed in
many different ways by researchers. Various
populations have many drastically different health belief
systems and definitions surrounding health (Morrison
& Furlong, 2019).
Health inequality is a descriptive term referring to the total
variation in the status of health across a specific
population of individuals or to a difference in health between
two or more populations (Morrison & Furlong,
2019). Health inequalities usually include a comparison of
population averages and inferences are made
about the results. Health inequalities are variances between
groups of individuals and populations.
Health inequity is a normative term that deals with differences

that society judges to be morally unacceptable.
A health inequality is not always considered a health inequity,
but there is a correlation between the two. For
UNIT VII STUDY GUIDE
Health Inequalities and
Health Inequities
UNIT x STUDY GUIDE
Title
example, the United States population does not consider
elective plastic surgery a necessary health need;
therefore, the population would not consider unequal access to
elective plastic surgery to be an inequity
(Morrison & Furlong, 2019). Typically, moral judgment is
involved when determining if a health inequality is a
health inequity as well. This can also be determined based off
societal perception.
Determining if a specific instance or situation is considered a
health inequity requires the comparison and
measurement of at least two populations. A population needs to
be defined, and this involves important
ethical and moral decision-making (Morrison & Furlong, 2019).
It is important to choose populations that have
distinct differences and different health inequalities. This will
allow for more comparison between the

populations chosen.
Measurement of Health Inequalities
There are many different statistical measures of health
inequality. The topic of measurements using statistics
is an extremely large topic, and we will just brush the surface of
it with a few examples. Health inequities are
measured by rates such as diagnostic rates (Morrison & Furlong,
2014). Health inequality is measured with
simple statistical measurements such as the rate difference (RD)
and the rate ratio (RR). The RD is a
subtraction from the numeric measure of group A’s health status
from group B (Morrison & Furlong, 2019).
The RR is derived from dividing the numeric measure of group
A’s health status from group B’s health status.
The statistical numbers surrounding health inequalities can be
used to assess health inequalities over time.
The aggregate numbers, if improved, can simultaneously show
an increase in health inequalities in a
population (Morrison & Furlong, 2019).
Reducing Health Inequalities
There are several various ethical issues that play a part in
determining possible interventions in hopes of
reducing or eliminating health inequalities. Much consideration
needs to be made concerning the relationship
between equality of outcomes and equality of treatment, which
are part of the principles of vertical and
horizontal equity (Morrison & Furlong, 2019). To reduce the
health disparities in the United States, social
determinants need to be eradicated, and equal distribution of
resources across all populations is needed. In

health care, horizontal equity deals with the equal distribution
of resources throughout a population. Vertical
equity is the division of various resources for diverse need
levels; however, this can be quite complicated
because of the complex interplay of social factors. Another
issue that arises when trying to reduce health
inequalities is the relationship of leveling up and down to
achieve an equity goal (Morrison & Furlong, 2019).
Finally, there are also many social resources that play an
important role in determining the best course of
action to reduce health inequalities.
The U.S. government, lawmakers, health practitioners, and
policy makers seek to improve overall population
health and to eliminate or reduce variations in health based on
race, socioeconomic factors, geographic
location, ethnicity, and social factors (Arcaya et al., 2015). One
example is the Patient Protection and
Affordable Care Act (ACA) that aims to reduce social
determinants and move toward a more fair and
equitable health care system.
Conclusion
Health inequalities and health inequities are essential concepts
for understanding some ethical problems in
health care. Addressing health inequalities and health inequities
requires a deeper awareness and
acknowledgement of the magnitude of social issues. Despite
efforts to reduce health inequalities and health
inequities, they persist and unfortunately are even increasing in
some instances. The need for changes to
address these health inequalities and health inequities is
prevalent because of the existence of health care
gaps and the longevity between least and most advantaged

populations (Morrison & Furlong, 2019).
UNIT x STUDY GUIDE
Title
References
Arcaya, M. C., Arcaya, A. L., & Subramanian, S. V. (2015).
Inequalities in health: definitions, concepts, and
theories. Global Health Action, 8(1).
ethics: Critical issues for the 21st century (3rd ed.).
ethics: Critical issues for the 21st century (4th ed.).
Murray, C. J. L., Gakidou, E. E., & Frenk, J. (1999). Critical
reflection: Health inequalities and social group

differences: What should we measure? Bulletin of the World
Health Organization, 77(7), 537–543.
https://www.who.int/bulletin/archives/77(7)537.pdf
Course Learning Outcomes for Unit VIIRequired Unit
ResourcesUnit LessonHealth Inequalities and Health
InequitiesMeasurement of Health InequalitiesReducing Health
InequalitiesConclusionReferences
PART 1 UNIT Vll
Discuss the differences between health care inequities and
inequalities. Describe how health care inequities and
inequalities have, or have not, affected you or someone you
know.
Your journal entry must be at least 200 words in length. No
references or citations are necessary
PART 2 UNIT Vlll
Part I: Identify an assignment in this course that had a posi tive
impact on you. How will you be able to apply the skills you
learned from it to gain life and/or career success?
Part II: As technology used in medicine changes and advances,
how can a health care professional stay up to date while still
maintaining the ethics and integrity as they adapt to the
changes? How do these new changes affect your feelings as a
patient of a health care professional who uses the new
technologies?
Your journal entry must be at least 200 words in length. No
references or citations are necessary.
Unit VII Scholarly Activity (standards)
Review the five-step decision-making process on pages 90–102
in your textbook. Write a three-page paper showing how you
will use this process to create a career plan for advancing to a

new position in the healthcare industry.
You should present your process and plan in an organized and
detailed manner. You may want to consider your assignment
submissions and professor feedback from the following units as
you develop your plan:
· Unit I (qualities and areas in which you identified needed
growth) and
· Unit II (goals and personal skills).
Your paper must be at least three pages in length, not including
the title or reference pages. You must use at least three outside
sources, including the textbook. All sources used, including the
textbook, must be referenced; paraphrased and quoted material
must have accompanying citations. All references and citations
used must be in APA style.
Resources

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