HCA 4303, Comparative Health Systems 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Prepare a personal manifesto by declaring beliefs, opinions, motives, and intentions toward
healthcare systems.
Reading Assignment
Chapters 16: Comparative Health Systems
Chapter 17: Conclusions and Future Leadership
Unit Lesson
As we conclude this class, it is important to draw some conclusions and determine how the information
presented has and will change your practice as a healthcare administrator. During the course, you have
examined Lovett-Scott and Prather’s (2014) eight factors assessing true access to health care (historical,
structural, financial, interventional, preventive, resources, major health issues, and disparities) in eight
countries (United States, Japan, India, Canada, United Kingdom, Ghana, France, and Cuba) and the mental
health delivery system in one developing and one developed country.
In Units I and II, we discussed the eight factors and differentiated between “access” and “true access” to care
by exploring the detailed concept of a patient’s ability to receive high quality care when needed. We noted
that just having healthcare insurance is not a guarantee of being seen by the appropriate medical professional
in a timely manner and being able to understand the information well enough to follow through with the
prescribed treatment. The authors introduced the concept of disparities and noted that there are often groups
within each culture—frequently women and minorities—that are less able to receive true access to care, and
then they expounded upon this point throughout the rest of the textbook.
In Unit III, we discussed the historical and structural aspects of access to health care in the United States and
Japan. We discussed the ongoing discussions around Eastern and Western approaches to medicine and
discovered that Japan found a place for both in delivering a holistic approach to wellness. If you review Table
16-7 on page 294 of Lovett-Scott and Prather (2014), you will note that actually only Japan would meet the
author’s criteria for true access to care. They clearly have something to teach the rest of the developed and
developing countries.
Unit IV focused on the financial and interventional aspects of the healthcare delivery system in India and
Canada. We found that each country had positive and negative aspects of their system and that there are no
guarantees to true access to care even when a country offers a national health plan to all citizens. In Unit V,
we discussed prevention and available resources in the United Kingdom and Ghana. We saw that the two
countries had many things in common, including sharing medical personnel. In Unit VI, we discussed the
major health issues and disparities faced by France and Cuba and learned that our cultural biases are not
always warranted and must be examined with great scrutiny when assessing access to quality health care.
In Unit VII, we discussed behavioral and mental health resources around the world. We saw that there are
great variations in how these issues are viewed and the methods used to treat various conditions. We
discussed the stigma that still exists in most cultures and found that there are examples where the developing
countries have much to teach the developed countries. Throughout the textbook, you likely noticed a need to
remain open-minded and to judge the healthcare delivery system on its merits and not on your preconceived
notions.
UNIT VIII STUDY GUIDE
Leadership in Global Health Care:
Making a Personal Difference
HCA 4303, Comparative Health Systems 2
UNIT x STUDY GUIDE
Title
One of the more important messages brought out in the textbook is that each country has at least some
amount of work to do before they will be able to provide true access to quality care. The authors intended for
students to use this information to form a new mindset and to embrace global change (Lovett-Scott & Prather,
2014, p. 302). There is a strong need for leaders with a global vision to act as “change agents” wherever
possible to make a difference in the lives of others (Lovett-Scott & Prather, 2014, p. 304).
According to Heikes (2013), dealing with difficult and challenging ideas (such as global healthcare delivery)
often results in awkward initial perceptions. He believes that the best way to make true change in life is to be
purposeful in your actions and to be guided by a manifesto. The word “manifesto” is often misunderstood, but
it need not be mysterious. The word’s etiology is from the Latin word manifestum, which means clear or
conspicuous. A manifesto is defined as a declaration of one’s beliefs, opinions, motives, and intentions. It is
simply a document that an organization or person writes to declare what is important to them.
If you prefer, use the word “declaration” instead of manifesto. Either way, this strongly worded statement will
guide your behavior by aligning your actions with your principles. At times, this bold statement of purpose can
seem similar to a rebellious call to action. By causing people to evaluate the gap between their principles and
their current reality, the manifesto challenges assumptions, fosters commitment, and provokes true change. It
can even make a difference in how you view true access to care for all people.
What makes a manifesto so valuable is the fact that it can become a source of motivation and serves as an
inspiration to you as a healthcare administrator as your foundation, your marker, your landmark, your center
of gravity. Many manifestos are shortened and become more of a personal mission or purpose statement. As
you continue to put energy into this manifesto, it will begin to change and guide your behavior as a healthcare
professional.
References
Heikes, J. (2013, January). Manifesto. Art in America, 40-41.
Lovett-Scott, M., & Prather, F. (2014). Global health systems: Comparing strategies for delivering health
services. Jones and Bartlett Learning.
Key Terms
1. Change agent
2. Manifesto
