Integrated understanding of health in Canada
- Miranda Lamb
- Jul 27, 2019
- 6 min read
This is the summary of my experiences in MHST 601. The course has engaged us in research, reflection, and discussion on: social media, professionalism, the definition and determinants of health, multilevel models of health and the future of healthcare in Canada. The transitions between topics were carefully planned to allow us to reflect on our own area of practice as well as connect us with others to broaden our understanding and appreciation for the materials and the Canadian healthcare system.
Social media & professional identity
My journey in MHST 601 started in a direction that I did not expect coming in to the program. After completing two undergraduate degrees, the first of which started before the internet was `mainstream’, I did not expect to leap into my Masters to audit my social media presence and polish my professional identity using Twitter and create an E-portfolio. This course has encouraged me to critically look at how I share myself, my skills and passions for trauma care and nursing with my network, and use this identity to promote myself and advocate for others. The social media audits and ensuing host of reflections, engaged us in discussion around the impact that we have on local patient populations as well as the greater healthcare system. Our impact comes through advocacy, policy development, information sharing and networking. Emphasis was put on the far reach that social media provides as it allows us to engage both within and outside the borders of our profession and with local and geographically distant locations, quickly.
Prior to taking MHST 601 I had already begun to create a professional identity online. Through Twitter I branded myself as @MirandaLambRN. What I have come to realize is this careful branding decision is an outward reflection of my resolution to maintain this as a professional identity with a clear link to my clinical training and practice as a Registered Nurse (RN). This course has encouraged me to consider the importance of being vigilant in the curation and use of my digital footprint. Social media has allowed me the opportunity to quickly link with various interprofessional groups to share thoughts, ideas and research. In turn, social media has helped me to strengthen my local footprint by enhancing my evidence base and learnings from others. By networking with an exponentially larger group of professionals, locally, I am able to participate in knowledge transfer and contribute to the dynamic evolution of healthcare. I understand and appreciate that I have a footprint online, in person and also reaching into the future of healthcare as I become involved in policy development, planning and ongoing dialogue.
The importance of defining health
In the earlier parts of the course we examined the World Health Organization‘s (WHO) definition of health as the root of the modern day definition. I found this discussion to be difficult as I have always felt that health is a very individual concept. What one person may consider to be healthy, may be very different to another and may change over the lifespan. However, what this course has made me consider is the importance of having one widely accepted definition of health. But why? Without a definition, and a means of measuring the effectiveness of our response to maintain and/or restore health, it is difficult to ensure that providers are meeting the expectations and needs of the users. As well, without a definition of `health’ it is difficult to understand our populations in a way that we can focus on the areas that need funding and advocacy in order to keep them healthy. Without one widely accepted definition of health it is difficult to benchmark, and provide evidence to support and validate the provision of equitable funding across the system in order to sustain healthy populations. Likewise, without one definition of health, it is difficult to identify the disadvantaged and vulnerable and make strides to improve the provision of healthcare as a universal right.
The WHO suggests that the government has a responsibility for the health of their people which can be fulfilled only by the provision of adequate health and social measures (WHO, n.d.a). In Canada, this responsibility is with the provinces. How though do we provide for the vulnerable? Through discussion, no matter the lens or area of practice our classmates come from, we identified and discussed multiple groups of persons we consider to be vulnerable. We identified vulnerable groups in the indigenous populations, seniors, homeless, and persons dealing with mental health and substance misuse, to name a few. The question then becomes, how do we focus on providing universal healthcare, when the vulnerable are in fact disadvantaged? As professionals practicing within this system we are responsible for advocating to ensure each group is equally cared for. This course encouraged us to identify our patient populations and appreciate the vulnerable within this population. Through discussion and the process of informing ourselves we have improved our awareness and can take this awareness and appreciation into our professional practices to advocate for equitable healthcare.
The determinants of health & vulnerable populations
Through discussion around the determinants of health we were able to understand and appreciate the impact of social, physical and economic influences on populations and their health. We discussed from the lens of our personal practice how these determinants impact the health and wellness of Canadians.
It is not hard or necessarily academic to understand that a person’s health will be impacted by their income and social status, physical environments, behaviours, access to care, and genetics. However, MHST 601 has heightened my appreciation for the impact that culture and the physical environment have on trauma populations. To appreciate that trauma and violence are not just unplanned, life-altering events but also a public health concern that have real economic (and social) impact on society (Magruder, K, McLaughlin, K, & Elmore, B, 2017) is important when advocating for public health policies and prevention programs.
Understanding health as it is affected by genetics, or conversely, how it can be impacted by the environment we live in or the choices we make can also open us to the possibility that our health status/or that of a population is something that can be altered through education, advocacy and prevention strategies. Likewise, it is important to consider the impact of chronic disease on a person’s health and health outcomes. The discussion in MHST 601 reminded me of the vulnerable populations in trauma and the need to be conscious of the impact of their circumstances and choices on their ability to heal and recover after trauma. The trauma population is often impacted by alcohol or substance misuse, exposure to violence and mental health. They are the elderly and frail previously diagnosed with coronary artery disease and diabetes—and all of these influences put them at an increased risk for complications after their acute care phase following trauma. Additionally, we have to consider that trauma can result in life altering outcomes. Victims of trauma may have injuries that result in permanent life altering conditions such as para- or quadra- pelagia which in turn become chronic conditions with risk of complication. This course has reminded me that even the trauma population is impacted by chronic illness and disease progression- an important consideration in providing care as well as in considering education and prevention strategies.
Multilevel models of health
Prevention or the idea of stopping violence before it beings is the most sustainable approach to reducing violent crime. In using the socio-ecological model (SEM) as a framework for prevention (CDC, 2019) we understand the part that society, community, relationships and the individual have on health. We also gain an appreciation that change is a systems process if it is to be sustainable. MHST 601 has provided better insight into several multilevel models of health. Through discussion and reading I have a better understanding for the multilevel approach and the need to work across all levels simultaneously to achieve positive impacts on the individual, the system and the population. To focus on one level without considering the impact of the others only leads to a partial solution, and will likely not be sustainable as the impact and influence of the other levels will remain. My role as a healthcare provider and advocate is to continually have this systems approach in mind and look to impact violence and trauma reduction within our area.
In Conclusion
MHST 601 has been an excellent introduction to the Masters Health Studies program. The discussion around health it’s meaning, the determinants, and multilevel models approach have been a good foundation to develop a deeper understand of health in the Canadian system. As I continue to develop my professional identity I will look to the future in healthcare with a lens of broader understanding and enhanced inquiry moving forward in this program.
References
Center for Disease Control (n.d.). The Social-Ecological Model: A Framework for Prevention.
Government of Canada (2018) Social Determinants of Health and Health Inequalities. Retrieved
Macpherson A, Jones-Keeshig D, Pike I (2010). Injury rates in Canadian Ontario first nation
communities Injury Prevention 2010;16:A256. Retrieved from https://injuryprevention.bmj.com/content/16/Suppl_1/A256.1
Magruder, K. M., McLaughlin, K. A., & Elmore Borbon, D. L. (2017). Trauma is a public health
issue. European journal of psychotraumatology, 8(1), 1375338. doi:10.1080/20008198.2017.1375338
Ontario Agency for Health Protection and Promotion (2019). Social Determinants of Health
Map. Retrieved from https://www.publichealthontario.ca/en/data-and-analysis/health-equity/social-determinants-of-health
Tam, P. 2016. Canada 2020 Health Summit Report. Retrieved from
World Health Organization (WHO), n.d a. Constitution. Retrieved from:
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