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Lecture On The Idea Of Diversity Essay Case Study
Lecture On The Idea Of Diversity
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Lecture On The Idea Of Diversity
Introduction
The idea of diversity contains a number of interrelated concepts, including mixture, variety, different classes, range, and assortment.
Types of Diversity
Although these examples are from Arizona communities, one of the challenges of the nationwide health care industry that administrators will face is that of addressing diversity in any given community. Diversity is not just color or race; it may also include religion, creed, age factors, place of birth, primary language, gender, and sexual orientation.
Race
In the late 1950s, it was common practice for a Woman’s Hospital in Michigan to separate the Black maternity patients from the Caucasian maternity patients. On a regular basis, many women were put into ward rooms with two, four, or even more beds unless they could pay extra for private accommodations. However, Black women often suffered further indignities, being put into segregated maternity wards without screens for patient privacy except perhaps one kept in the hall doorway to enclose and shield Black women from the views of other patients and strangers during the doctor’s examination.
One of the few Black doctors on staff at the time demanded that a screen, which was usually not in the room, be brought in for personal privacy when he examined his patients. At that hospital and at another large hospital, this doctor was known as an advocate for Black women’s rights. Of course, since then, there have been great strides in respecting the ethical and moral rights of minorities and women in health care facilities. (B. Dickens, personal communication, June, 2010)
Religion
Religious factors can also present interesting challenges. The three main American religions, Catholic, Protestant, and Jewish, all have affiliated hospitals that provide services to everyone. Yet each religious hospital offers special accommodations to match the community it serves. For instance, Jewish hospitals maintain kosher dietary preferences and exclusions. There are religious adjustments as well. For example, Catholic hospitals offer Mass services and Jewish hospitals, Sabbath.
Age: Nationwide, children’s hospitals commonly admit new patients up to the day they reach their age of eighteen. However, some limit patient population by age groups (e.g., from birth to 18), while others limit patients by diseases (e.g., cancer or orthopedics). In some facilities, a patient who has suffered from a childhood chronic disorder such as cystic fibrosis will be treated throughout adulthood. Some children’s hospitals have associations with other facilities. For example, the Phoenix Children’s Hospital (PCH) in Arizona has a special relationship with two major hospitals in the Phoenix area. Through this relationship, PCH may transfer their patients, some of whom are adults suffering from certain chronic childhood diseases, to St. Joseph’s Hospital in midtown Phoenix. PCH also has a special Adult Congenital Heart Program with the Mayo Clinic in Scottsdale, Arizona for its congenital heart disease patients. The actual heart surgery will take place at Mayo, but be performed by a PCH surgeon. In some cases, the congenital heart problem was not discovered in childhood, but will still be treated by PCH.
Addressing the increased number of citizens over the age of 65 has become a current factor in providing health care. In this venue, the health care must be geared toward services and compatible with the community it serves. For example, Boswell Hospital in Sun City, Arizona requires and provides more wheelchairs, walkers, and volunteer staff to assist the handicapped than what is required in conventional hospitals. There are also social organizations that provide all sorts of wheelchairs, walkers, machinery, and other apparatus for free to the elderly with very few questions asked.
Obesity
Often left unaddressed is the issue of obesity, a serious health problem and a very high risk in certain service areas. A hospital should accommodate treatment for it to improve the health status of the community it serves. Insufficient amount of attention is given to obesity, which leads to a shortened life span due to diseases such as diabetes, hypertension, stroke, heart attacks, and cancer.
American government researchers said that obesity is quickly overtaking smoking as the country’s number one killer. In fact, obesity is becoming such a problem that many experts now say it is compromising all the benefits of recent improvements in health care and medical breakthroughs. (Medical News Today, 2004)
This population group tends to be excluded from efforts to cultivate staff diversity. Leaders can influence the organization culture by recruiting people who have particular values, skills, traits, and orientation.
Organizational Diversity
Matching the diverse needs of a community is a critical component in rendering health care. Foreign-born people may present language barriers, significant because hospitals need interpreters or staff to speak a variety of languages. In California and perhaps other states, not providing a staff person to adequately communicate with patients in their own language may result in misdiagnosis or mistreatment, causing injury or death. In such a case, the health care provider, individuals and institutions, may be subject to medical malpractice liability.
Why is this relatively modern concept of organizational diversity of significance to the health care industry? Among many reasons, diversity in the workplace is being recognized as a benefit that will contribute to an organization’s bottom line. Increased employee and customer satisfaction end up as increased productivity, all of which are measurable outcomes (Goff, 1998). One should consider the bottom-line effects of a health care facility in treating obesity in a community where obesity is a significant problem.
At University of California-Davis (UCD), the newly appointed Senior Manager of the Orthopedic Department entered the department and discovered a diverse team of employees, including physicians, nurses, technicians, admissions clerks, clinic receptionists, and billing clerks. Of the approximately 50-person staff, the Senior Manager was the only minority person in a leadership position. However, 25% of the entire staff were Hispanic, East Indian, Asian, Black, or Pilipino, with most Hispanic. 75% were White, including foreign White. 65% to 70% of the staff were female. The physicians’ ratio was 80:20 White to non-White. There was one Black resident physician in training and one Black nurse.
During his tenure, the Senior Manager was committed to more diversity among the Orthopedic Department management staff. He appointed a Japanese woman as his Assistant Manager and a Black male as the Supervisor of the Orthopedic Clinical Laboratory.
Increasingly, leadership literature is focused on the critical requirement that organizational leaders bring people of diverse backgrounds and interests together in ways that provide fair and equitable opportunities to contribute their best, achieve personal goals, and realize their full potential. (Gandz, 2001)
This requires sensitivity to ethnic, cultural, gender, sexual orientation, religious, and other differences within the workforce and a commitment to developing organizational cultures, systems, processes, practices, procedures, and policies that reflect this sensitivity and remove the obstacles to achieving and leveraging diversity. The motivation to do this stems from a commitment of the leader to forge links between the organization and the community within which it operates, either because it is good business or because the leader has values which drive these behaviors. Ideally, it will be a combination of both.
The “leader of the future” is described as an inclusive leader, one who believes in people even when they don’t fit into neat, conventional categories. Such leaders will not just be tolerant of others but will actively seek out leaders from non-traditional groups and challenge the stereotypes that tend to restrict leadership candidates to members of traditionally privileged groups (Gandz, 2001).
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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