26 Jun NURS6341 Discussion Response #4: Applying Biopsychosocial Science To Improve Patient Quality Of Care
NURS6341 Discussion Response #4: Applying Biopsychosocial Science to Improve Patient Quality of Care
Respond to the discussion #4 below using the following approach:
- Ask a probing question, substantiated with additional background information, evidence, or research.
- Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
- Validate an idea with your own experience and additional research.
Biopsychosocial strategies
The biopsychosocial model is one that I can relate to as a health care professional because I tend to view my patient as a whole and not only focus on the most significant condition or problem at the time. I also feel as though I am more homeopathic in terms of my own health and often look to other sources and causative factors before turning to medicine. According to Engel (2012), the biopsychosocial model is interdisciplinary in that it assumes health and wellness are affected by a combination of biological, sociocultural and psychological factors. Meaning, the health and wellness of a patient can be affected by genetics or specific germs/pathogens, their own beliefs of their self and condition, and their social background or culture. In order to treat a patient under this model, the care provider may need to incorporate strategies that focus on all three aspects, biological, sociocultural and psychological.
Patient
When developing a plan of care for a patient, one must consider all three aspects of the biopsychosocial model. In order to gain information from your patient regarding their psychological and sociocultural background, you will need to perform a thorough assessment and health history questionnaire. During this assessment, you must remember to build a rapport with your patient to ensure they are providing adequate information. Honest answers and statements from your patient, following your interview, will provide you with the ability to make informed health care decisions for your patient (Somjee, 2016).
Family
Being a family member to a patient that has been hospitalized or suffered a traumatic injury/diagnosis can often be very stressful. According to Colville (2016), family members often do not fully understand the condition, permanent changes, progress or recovery of their loved one. In order to decrease the amount of confusion and uncertainty in family members regarding the recovery of ICU patients, St. George’s Health care has implemented a new educational program. This program focuses on education at a multifaceted level; biological, sociocultural and psychological. By recognizing that all aspects of the family should be addressed when providing education regarding their family members’ condition, the organization has noted an increase in understanding and satisfaction among families (Colville, 2016).
Community
When addressing a community regarding health conditions and possible prevention, I often think of screening tools and educational information sessions. During information sessions, often, a large amount of information is provided using minimal technique and during a short period of time. In order to educate the most amount of people, it is important that the technique of delivery is adequate. One study, Margalit, Glick, Benbassat, & Cohen (2014), looked at the differences in a didactic technique versus a biopsychosocial approach and its effects on patient satisfaction. The first technique utilized reading assignments, lectures and minimal group discussion while the second consisted of reading assignments, small group discussions, Balit groups and role play. It was expected that through more interaction and different structure to learning, more community members were able to retain knowledge from the program. Results from this study concluded that patients preferred the biopsychosocial approach and that it had the ability to decrease health care expenditures.
References
Colville, G. (2016). A biopsychosocial model for recovery of families after icu admission. Retrieved from http://www.picupsychology.net/docs/istanbul%20biopsychosocial%20model%20-Compatibility%20Mode.pdf
Engel, G. L. (2012). Biopsychosocial model. Retrieved from http://nursingplanet.com/theory/biopsychosocial_model.html
Margalit, A. P. A., Glick, S. M., Benbassat, J., & Cohen, A. (2004). Effect of a biopsychosocial approach on patient satisfaction and patterns of care. Journal of General Internal Medicine, 19(5 Pt 2), 485–491. http://doi.org/10.1111/j.1525-1497.2004.30059.x
Somjee, L. (2016). Inprove health and wellbeing with the biopsychosocial approach. Retrieved from https://expertbeacon.com/improve-health-and-wellbeing-biopsychosocial-approach/#.WGatS_krI2w
Reminder:
1. 1 page only
2. Put Citations in APA format and at least 3 references… Articles must be 2011 to 2016.
Required Readings
Benner, P., Tanner, C., & Chesla, C. (2009). Expertise in nursing practice: Caring, clinical judgment, and ethics (2nd ed.). New York, NY: Springer.
· Chapter 4, “Proficiency: A Transition to Expertise” (pp. 103–135)
The authors continue to present the stages of nursing practice development by outlining the characteristics of proficiency and how the leap from competent to proficient nursing is transformative in six major ways. As with the previous stages, consider this process from your own experience and observation of nurses in your practicum setting.
· Chapter 5, “Expert Practice” (pp. 137–169)
This chapter completes the presentation of the stages of nursing practice. As you read, bring to mind expert nurses in your specialty area of interest and characteristics of their skilled performance.
Dreyfus, H. L., & Dreyfus, S. E. (2009). The relationship of theory and practice in the acquisition of skill. In P. Benner, C. Tanner, & C Chesla, Expertise in nursing practice: Caring, clinical judgment, and ethics (2nd ed., pp. 1–23). New York, NY: Springer.
· Chapter 1 is one of three chapters in Expertise in Nursing Practice written by contributors other than the authors. Hubert and Stuart Dreyfus are brothers who have developed a model of skill acquisition. In this chapter they explain their model and its five stages—novice, advanced beginner, competence, proficient, and expert— and its application and implications for development of nursing practice. Note the conclusion that experiential learning is essential for progressing from novice to expert in any field and consider how this practicum may advance your nursing practice.
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