Chat with us, powered by LiveChat The Continuum of Care: Assignment Content Question 1 For this week’s writing (in about 250 words or more), reread Criterion vi (6) of the Criteria was specific to the education component (p.79). Why do you think this is important? Include the benefits. | excelpaper.org/
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The Continuum of Care: Assignment Content

Question 1 

For this week’s writing (in about 250 words or more), reread Criterion vi (6) of the Criteria was specific to the education component (p.79). Why do you think this is important? Include the benefits. Also, think about any challenges in implementing this component.

Please remember to include your references, even if it is only the text.

Material for class: Pratt. J. Long-Term Care- Managing Across the Continuum. 4th edition. Jones and Bartlett


■ Criterion VI. The long-term care system should include an education component to create informed consumers, providers, reimbursers, and regulators.

The gaps between the current long-term care system and an ideal system are great. Bridging those gaps will not be easy. Perhaps the best weapon for doing so is education. Only when all involved understand the nature of long-term care—how it works and how it could work—will there be significant progress.

A. The long-term care system should include community education.

The public must be informed about long-term care, including available service options, limitations, and access methods. One of the most striking characteristics of the current system is the general lack of understanding about what the long-term care system offers, how it is accessed, who is eligible, and what is covered. While those who manage the system—the providers, payers, regulators, and policy makers—have done a pretty poor job of educating the public, they are not the sole cause of the problem.

There are numerous other factors at work here. To begin with, as we explained earlier, the system is so complicated it tends to defy easy understanding. Second, the public has not been particularly interested in becoming better educated concerning long-term care, nor have they really had to be. It, like other forms of health care, has historically been provided for them, with little emphasis on whether they understood it or wanted it. They had little say in the matter, or at least thought so. One of the reasons they have not been interested in learning more about long-term care is that they have been given the impression that it would be provided for them. So, why worry? Neither Medicare nor Medicaid was meant to meet all of the healthcare needs of the elderly or the medically indigent, but the political hoopla with which they were introduced led many to believe that they would.

Times have changed and with them, the need for public education. No matter how good the system is, people cannot use it effectively unless we turn them into informed consumers. Our ability to do that will be critical to the success of any future system of care. None of these 
Criteria can be realized without an effective education component. To date, that component has been mostly ineffective.

There is an interesting, and paradoxical, aspect of this problem. If we were to search out and catalog the consumer information that now exists concerning long-term care, the amount of such information available would probably be surprising. So would the quality and accuracy of that information. So, why is it not getting to consumers? Why is it not effective in making them better informed? The problem is not always lack of information, but often involves ineffective de

Long-Term Care: Managing Across the Continuum, Fourth Edition
John R. Pratt

CHAPTER THREE: TOWARD AN IDEAL SYSTEM

CHAPTER HIGHLIGHTS

Introduction

The basis for our discussion is a document titled Criteria for Designing or Evaluating a Long-

Term Care System developed by Saint Joseph’s College of Maine. Use the Criteria as a

foundation for construction of a long-term care system as it should be.

ï‚· While each of the criteria is important in its own right, it is only when taken as a whole

that they represent an optimum system.

ï‚· It is recognized that there is some duplication and overlapping of criteria, but that serves

to emphasize the importance of certain aspects of long-term care.

ï‚· The criteria are stated as general precepts against which a long-term care system should

be measured.

ï‚· Each of them is accompanied by several statements identifying the benchmarks a system

must accomplish to meet that particular criterion.

Criterion I. The long-term care system should be based on recognition of the needs, rights,

and responsibilities of individuals. It should

A. Be consumer driven

Availability and utilization of long-term care services should be based on the needs (not

necessarily the wants) of consumers of those services, rather than on the needs of

providers or reimbursement agencies.

Chapter 2

© 2010 Jones and Bartlett Publishers, LLC

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Long-Term Care: Managing Across the Continuum, Fourth Edition
John R. Pratt

B. Meet the needs of the consumers

The long-term care system should address the full range of consumer needs, rather than

meeting only some of them. Otherwise, it will be neither complete nor effective.

C. Focus on the individual, recognizing that individuals have unique needs

It should be flexible enough to recognize those needs, including the psychological, social,

and financial limitations of recipients of services.

D. Respect different cultures and cultural values

The system should recognize these differences and attempt to accommodate them.

E. Promote quality, dignity, and self-improvement for consumers. In doing this, it should

1. Value older adults and those with chronic disabling conditions

2. Promote a positive approach to living with chronic illness and dependency

3. Allow care recipients to continue to contribute to life and society

4. Promote the highest achievable level of functioning

F. Balance consumer rights and responsibilities

Consumers of long-term care services and their families should be allowed and

encouraged to participate in the continuum of care, including making care-related

decisions and taking resp

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