Factors Influencing Healthcare Services

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Factors Influencing Healthcare Services

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Factors Influencing Healthcare Services

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Questions:
1.Explain why Education is a Social Determinants of health in general and not Specific to the Video. 2.Using Relevant Examples from the video, outline at least two Other Social Determinants of Health of Health that Influenced Health Outcomes for the Children attending School. 3.Using Relevant Examples from the video, Explain how at least two Primary Health Care Principles guided the Project in the Video.

Answers:

Determinants of Health
1.Education is a social determinant of health. It determines people’s health in many ways. For example, education can equip people with awareness and knowledge to use in understanding themselves, others, and the environment in which they live. Knowledge is power because it can enable people to do healthy activities such as physical exercises; eating of a healthy and balanced diet; use of protective devices during sexual intercourse; personal hygiene, and environmental protection. In addition, quality education can empower people economically. However, these benefits cannot be enjoyed by the people who have no education. Without education, people cannot be aware of the importance of healthcare in their lives (Di Cesare, et al., 2013). At the same time, they have no knowledge to use in making important decisions regarding medications, causes, symptoms, treatment, and prevention of illnesses. Worse still, without education, people can find it challenging to get lucrative employment opportunities. This is what happens to the Aboriginals.
2.The first social determinant highlighted in the video is education. The video shows how the level of people’s education determines how they access quality healthcare services.
The second social determinant captured in the video is culture. Culture is a common factor that plays a significant role in influencing individuals’ accessibility to healthcare services. When people believe in modern medicine, they can easily seek for medical intervention whenever they have an issue to be addressed (Gajjar, Zwi, Hill & Shannon, 2014). However, when people do not believe in modern medicine, they cannot waste time going to the healthcare facilities to be attended to. In the video, it is shown how the cultural background of the children determines their accessibility to healthcare services. Two contrasting examples are provided. First, there is a category of children who believe in modern trends in health. These are the children who go to the hospitals because they know how important it is to them (Doolan, et al., 2015). However, there is a category of children who believe in traditional bush medicine and herbs. Such children are so reluctant to seek for healthcare services because it has no value to add to their lives.

The other determinant depicted in the video is social class. The video is a clear representation of the Australian society which is divided into lower, middle and higher social classes. In the video, each of these classes is represented. Of all these classes, it is only the children from higher strata who social class who found it easier to access quality healthcare services (Panaretto, Wenitong, Button & Ring, 2014). This was followed by the children from the middle and lower classes respectively. The reason why accessibility to quality healthcare services rises with the social class is that people in the higher strata are empowered, knowledgeable, and privileged.
3.The project in the video succeeded because it was guided by a number of principles. Just like any other project, it was properly organized and executed using the principles of equal accessibility and cultural integration.
The project involved the use of the principle of accessibility. In Australia, the delivery of primary health care is driven by the principle of accessibility. The government is concerned about reducing the disparities and creation of equality and equity in its healthcare sector. This is what was done in the video. Although the project involved children from different backgrounds, efforts were made to ensure that each and every one of them was given equal opportunities of accessing the services. To do so, various measures were taken. For example, all the unnecessary obstacles were removed. Besides, children were treated with equality because their background was used as a factor for availing the services to them (Russell, 2013). The empowerment and sensitization of the children to participate in the project demonstrated that it was based on the principles of equality.
In addition, the project was guided by the principle of cultural integration. Since the project is a clear reflection of the Australian society, it involved participants from diverse socioeconomic diversities. Each of these groups has a different views, values, and beliefs on health care. Hence, for them to be involved in the project, they had to be integrated by actively incorporating their participation and values. For example, during the project, the Aboriginals were recognized as a special category of people with a distinct culture to be respected and appreciated (Kendall & Barnett, 2015). The same thing was done to the participants from the non-indigenous communities who were also fused into the project. The incorporation of the diversities amongst the participants made the project to be a success.
Health Promotion Poster
The central message in this poster is smoking. The poster contains a picture of kids who are campaigning against smoking. Its target audience is smokers who are urged to refrain from the practice. Smoking has been a persistent problem in the Aboriginal community. It is a bad lifestyle that has been linked to a number of diseases like cancer, heart attack, and respiratory infections.

References
Di Cesare, M., et al., (2013). Inequalities in non-communicable diseases and effective responses.
The Lancet, 381(9866), 585-597.
Doolan, I., et al., (2015). A retrospective comparison study of Aboriginal and Torres Strait
Islander injecting drug users and their contact with youth detention and/or prison.
Australian Indigenous Health Bulletin, 15(4).
Gajjar, D., Zwi, A.B., Hill, P.S. & Shannon, C., (2014). A case study in the use of evidence in a
changing political context: an Aboriginal and Torres Strait Islander health service re-
examines practice models, governance and financing. Australian Health Review, 38(4),
pp.383-386.
Kendall, E., & Barnett, L. (2015). Principles for the development of Aboriginal health
interventions: culturally appropriate methods through systemic empathy. Ethnicity &
health, 20(5), 437-452.
Panaretto, K. S., Wenitong, M., Button, S., & Ring, I. T. (2014). Aboriginal community
controlled health services: leading the way in primary care. Med J Aust, 200(11), 649-52.
Russell, L.M. (2013). Reports indicate that changes are needed to close the gap for Indigenous
health. Med J Aust, 199(11), pp.1-2.

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