Topic_2.docx Homework Topic Two Grand Canyon University: HLT-306V Question 1 Psychos

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Topic_2.docx Homework Topic Two Grand Canyon University: HLT-306V Question 1 Psychosocial factors that can affect health care professionals include social support, job satisfaction or physical w... orkload. A heavy workload can lead to decreased communication with the patient, deteriorated motivation, and burnout. œJob dissatisfaction of nurses can lead to low morale, absenteeism, turnover, and poor job performance, and potentially threaten patient care quality and organizational effectiveness (Carayon & Gurses, 2016). When nurses are unmotivated and have little to no time to perform cares education of the patient loses its priority. Unmotivated nurses are also less likely to go out of their way to spend time educating the patient. Question 2 Social disruption, social support, loneliness, social status, and marriage status are some psychosocial factors that can affect how the patient receives education. œEducationis perhaps the most basic SES component since it shapes future occupational opportunities and earning potential. It also provides knowledge and life skills that allow better-educated persons to gain more ready access to information and resources to promote health (Adler & Newman, 2002). Those in a lower social class may lack the knowledge and resources needed to gain access to more health resources/education, they may also have difficulty understanding the education provided to them. Question 3 œPersonality, a characteristic way of thinking, feeling, and behaving. It in. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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