Module 2 assignment

Nursing and Health in Society

The intention of this essay is to explore an inequality in health, which has been observed in practice. It will be argued that poverty does affect many people in our society and the lack of resources of poorer people in society, are at the root of inequalities in health. By means of reflecting on personal experiences, the wider psychosocial influences will be considered and how social policy and legislation address this inequality and reflect on the implications for nursing practice.

There are a number of definitions of what Inequality of health mean, and two general explanations are:

“Ideally everyone should have the same opportunity to attain the highest level of health and more pragmatically, none should be unduly disadvantaged”

(Whitehead 1987 p6)

A definition of Inequality from the online Cambridge advanced learner’s dictionary stats:

“A lack of equality or fair treatment in the sharing of wealth or opportunities between different groups in society.”

 (Cambridge University Press 2006)

There have been several pieces of well-documented research into health inequalities, by successive governments and independent bodies, for example, The Black Report in 1990; Margaret Whitehead’s ‘The health divide’ in 1987 (Stephens et al, 1998) and more recently the Acheson Report in 1998. This research underlines the correlation between poverty and ill health and the disparity that exists, depending on social class. Measurements and comparisons are made in terms of morbidity and in terms of mortality. Research shows that if a person is born into poverty his/her chances of suffering ill health and a shortened life span are greater than if he/she was born into prosperity. Some of the most recent research has shown, for example that children in social class five (where five represents the least well off and one represents the most well off) are five times as likely to suffer accidental death than their peers from social class one (Roberts I & Power C 1996). Further studies show that how long one lives, is powerfully shaped by one’s place in the hierarchies built around occupation, education and income (Graham 2004).

Explanations for poverty tend to fall into two categories, absolute and relative. The first of the two identified forms of poverty is ‘absolute’ or subsistence level poverty (Thompson and Priestly 1996 p207). Income falls below a set level so that a person does not have the means to be able to secure the basic necessities for living, in terms of food, drink, shelter and clothing. Stephens et al (1998) argue that for some people in society, like rough sleepers, poverty in absolute terms is very real and that when older people die from hypothermia because they cannot afford to heat their homes adequately, it is as a result of absolute poverty. Poverty in this sense however, has certainly diminished since the advent of the welfare state.

The second definition of poverty, ‘relative’ poverty, is defined in terms of a reasonable standard of living, generally expected by the society in which a person lives. It identifies ‘needs’ as more than basic biological requirements, taking into account social and emotional needs. It is also about being excluded from taking part in activities, which are widely undertaken by the rest of society. In terms of resources, relative poverty is a higher standard of living than absolute poverty, but it could be argued that many things that are not strictly essential for life nevertheless could be deemed as necessities by society in general. It is clear that there are certain people in society who suffer from poverty, Stevens et al (1998) maintains that it is important to capitalise on the advantages of both definitions.

Poverty and its causes have been debated (Bradshaw 2000), Seebohm Rowntree looked at different classes in society and tried to establish the extent of poverty and how that influenced people’s health in the community. From his findings he established a poverty line and classed people as either living in absolute or relative poverty. Relying on the research of Rowntree, Sir William Beveridge also looked at poverty and published the Beveridge report on National Insurance and allied services. The aim of this report was to establish a welfare state and abolish the Five Giants, which consisted of:

  • Want
  • Squalor
  • Idleness
  • Disease
  • Ignorance

The social security systems were then put in place and aimed to be the National Insurance Act (1946), this meant that all employees would pay a flat rate of their income. He also implemented the establishment of the 1945 Family Allowances Act. This was incorporated to give a better standard of living.

The Black Report (1980) on ‘Inequalities in Health’, followed, which involved Sir Douglas Black, who was appointed to address and update inequalities in health. He took a different approach in his explanation. The report stressed the emphasis of material conditions of life and factors outside the NHS (Ham 2004). Factors such as income, housing and the nature of employment have all fractured working class experiences and need to be considered (Black 1982). The Black report however, was not taken seriously until almost twenty years later, when the results of the Acheson inquiry was made available in 1998, they not only confirmed the analysis of the Black Report, they also found that in some respects, inequalities had widened (Ham 2004). The report brought awareness of areas where future policies need to be put in place to reduce health inequalities, education was one of the areas, as it has a high influence when promoting health, studies show that low levels of education achievement correlates with poor health (Acheson 1998).

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 Over recent years reflection has become an important aspect of nurse training, according to Taylor (2000) the general view is to reflect on personal experiences which can provide the student nurse with the opportunity to form their own views of a situation, therefore the ability to analyse the quality of their actions. In order to help me with my reflection, I have chosen Gibbs (1988) model. This model has six points, description, feelings, evaluation, analysis, and conclusion and action plan. Using these points as headings I am able to reflect fully on the case involved.

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