The COVID-19 global pandemic uprooted people’s daily lives.

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The healthcare world and the world overall is now a very different place since the COVID-19 global pandemic uprooted people’s daily lives. Healthcare policy had to change on a dime in many places. For example, hospitals fearing the worst limited the visitation of family members to those loved ones struck with illness (both COVID and non-COVID). New parents had to take turns seeing their newborns. Telehealth has taken on a new leading role in many healthcare organizations because face-to-face visits were no longer acceptable due to nationwide lockdowns. Many organizations did this to mitigate risk and follow strategic national policy. Your organization has decided to take a stand to implement the same strategy. Its policy is to not allow any visitors during a lockdown.

In this class debate, you are going to be placed on a side of the new visitation policy. Your task is to argue for or against the new policy based on your last name. Those with last names beginning in A–M will argue against, and those with last names beginning in N–Z will argue for. You are tasked with presenting your case to the class on why or why not the policy should stand. Cover the following:

Consider how this has changed the way that you view healthcare access and equality.
Consider the risk to the organization.
Consider the impact of the decision.
Should there be exceptions to the policy? Why or why not?
Use data and evidence from literature to support your argument.
Remember that in healthcare administration, you are often tasked with supporting unpopular policy; it is not your job to change this policy; rather, your job is to defend the side that you are on respectfully.

 

 

Sample Solution

The COVID-19 epidemic has caused a shocking loss of life on a global scale and poses an unprecedented threat to food systems, public health, and the workplace. The pandemic has had a devastating impact on the economy and society. Tens of millions of people face the possibility of living in abject poverty, and the number of undernourished people—which is currently estimated to be close to 690 million—could rise by as many as 132 million by the end of the year. Numerous businesses are in danger of dying out. The livelihoods of over half of the 3.3 billion workers worldwide are in jeopardy.

k of burnout in teachers, as well as probable variances in these categories based on gender and teaching experience. Gender found no systematic correlations, whereas teaching experience had a curvilinear association with GPK, a negative linear relationship with self-efficacy, and no significant relationship with burnout, according to path analysis. GPK was found to be a negative predictor of teacher burnout both directly and indirectly through its positive relationship with teaching self-efficacy, according to mediation studies. In these analyses, only teaching specific self-efficacy, not general self-efficacy, served as a mediator; consequently, the discovered predictive effects are specific to instructors’ professional competence. (Lauermann et al., 2016).

The present research measures in a group of 374 Italian teachers—curricular and specialist support teachers—the relationship between self-perceived instructional competence, self-efficacy, and burnout. The current study, which took place between April and December 2020, is the second phase of a bigger study that took place between November 2018 and October 2019, and was reproduced during COVID-19. Participants completed an anamnestic questionnaire, the Assessment Teaching Scale, and the Maslach Burnout Inventory in both phases of research; an ad hoc questionnaire (to measure teaching practices) and the Teacher Sense of Self Efficacy Scale was added in the second phase. Personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic, as confirmed by the data; elevated personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic (Pellerone et al., 2021).

 

 

The goal of this study is to identify burnout levels in a sample of high school teachers that worked during the COVID-19 pandemic, with the goal of evaluating the relationship between burnout levels, trait emotional intelligence, and socioemotional competences (Autonomy, Regulation, Prosocial Behaviour and Empathy). A total of 430 high school teachers from various regions of Spain were included i

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