HS820 Unit 6 MERS Seminar Reflection Example

Reviewed by Elspeth Marlowe, MSN, RN Global and National Health and Health Systems Purdue University Global Free custom sample in 24 to 48h

This HS820 Unit 6 seminar reflection traces how a learner's explanation of South Korea's 2015 MERS outbreak, 186 cases and 38 deaths spread mostly inside hospitals, changed during a class discussion. Purdue Global HS 820 asks Doctor of Health Science (DHSc) learners to reflect on how a seminar shifted their thinking about a health system under stress. The sample starts with the writer's first view, that slow disclosure of affected hospitals drove the outbreak, and records what classmates added: crowded emergency rooms, open access to tertiary hospitals, family caregiving on wards and hospital shopping. It ends with a revised account, system design amplified by a disclosure failure, and carries the lesson into how the writer will read other country profiles.

CourseHS820 Global and National Health and Health Systems
UnitUnit 6
Paper typeSeminar reflection
LengthAbout 890 words, 6 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramDoctor of Health Science (DHSc)
UpdatedOctober 2026

Free sample paper for HS820 Unit 6

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From a Slow Disclosure to a System Design: A Unit 6 Seminar Reflection on South Korea's 2015 MERS Outbreak

[Student Name]

Purdue University Global

HS820: Global and National Health and Health Systems

Unit 6 Seminar Reflection

[Instructor Name]

[Date]

The classmates are composite; the outbreak facts and sources cited are real.

What this part is doingOpening with dated outbreak facts gives the seminar's argument a shared base before any explanation is offered.
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The Outbreak

In May 2015, a man returning from the Middle East developed symptoms and visited several clinics and hospitals before he was diagnosed. During those visits, and particularly in one large emergency department in Seoul, the virus spread to other patients, family members and health workers. By the time the outbreak ended, 186 people had been infected and 38 had died, and more than 16,000 people had been placed under quarantine or monitoring (Korea Centers for Disease Control and Prevention, 2015). Nearly all transmission occurred in health care settings.

Where I Began

Before the seminar, I explained the outbreak through disclosure. The government initially declined to name the hospitals where infected patients had been treated, which meant that people who had visited them did not know to seek care or isolate. I wrote that "if the hospitals had been named in the first week, the second wave would not have happened." Disclosure failures were real, and I still think they mattered.

What Changed My View

A classmate who had worked in an emergency department in Seoul asked a different question: why did one patient infect so many people in a single emergency room? She described Korean emergency departments as among the most crowded she had seen, with patients waiting for days on stretchers in corridors because tertiary hospitals accept patients directly, without referral, and many patients prefer the largest hospitals. She also described the custom of family members staying at the bedside to provide personal care, which placed relatives in close contact with infectious patients. And she noted that patients commonly visit several hospitals for the same problem, a practice sometimes called doctor shopping, which carried the index patient through multiple facilities before diagnosis.

A second classmate added that infection control resources in emergency departments, such as isolation rooms, were limited relative to the volume of patients. Together, these features explained why a single introduction could cause such a large outbreak, far better than disclosure alone.

The disclosure delay explained why people did not know they were exposed; the system's design explained why so many were exposed in the first place.

What this part is doingSeparating what disclosure explains from what system design explains shows the writer kept the first view where it belonged rather than discarding it.
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How I Now Explain It

My revised view is that the outbreak was a product of system design amplified by a disclosure failure. Open access to tertiary hospitals concentrated patients in a few crowded emergency departments. Family caregiving on wards and in emergency areas increased contact. Movement between hospitals spread exposure. Limited isolation capacity meant suspected cases could not be separated quickly. Each of these is a feature of how Korean health care was organized, not a single decision by an official. Comparative health systems work emphasizes that the organization of service delivery shapes how a system responds to shocks, not only how it performs in ordinary times (World Health Organization [WHO], 2000).

What Korea Changed

After the outbreak, Korea strengthened infection control requirements, expanded isolation facilities, restricted visitors in emergency departments and changed rules on family caregiving in some hospitals. Those changes target the design features rather than disclosure alone, which supports the revised explanation.

What I Still Believe About Disclosure

I do not think disclosure was irrelevant. Naming hospitals earlier would likely have helped people identify exposure. But disclosure is a response to an outbreak, while crowding and caregiving customs determine how large an outbreak can become. A system that relies on rapid disclosure to contain hospital outbreaks is fragile.

What This Means for Comparing Systems

The seminar changed how I read country profiles. Comparative profiles usually describe financing, coverage and delivery in ordinary conditions: how many beds, how many doctors, how patients enter care (Tikkanen et al., 2020). Korea's profile in those terms looks strong, with universal coverage, high bed numbers and quick access to specialists. The MERS outbreak showed that the same features that make access easy in ordinary times, especially direct entry to large hospitals without referral, can turn into weaknesses under stress. I now read open access, high bed counts and free choice of hospital as features with two faces, and I ask how a system's delivery arrangements would behave during an infectious disease emergency before I judge them.

What this part is doingCarrying the lesson into how the writer will read other country profiles is what shows the seminar changed a method, not just one opinion.
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A Comparison I Would Now Make

A useful comparison would set Korea beside a system with strict gatekeeping, such as the Netherlands or Denmark, where patients reach hospital specialists only through a general practitioner. Gatekeeping spreads first contact across many small practices and keeps undiagnosed patients out of crowded emergency departments. It has its own costs, including slower access to specialists in ordinary times, but it would likely have limited the number of hospitals one undiagnosed patient could pass through. I would want to test that claim against evidence on hospital outbreaks in gatekeeping systems before relying on it.

What Remains Open

I am unsure how far changes to family caregiving can go in a culture where relatives expect to care for hospitalized family members. Restricting it may reduce transmission but could increase the workload on nurses and change patients' experience of care. The seminar did not settle that trade-off.

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References

Korea Centers for Disease Control and Prevention. (2015). Middle East respiratory syndrome coronavirus outbreak in the Republic of Korea, 2015. Osong Public Health and Research Perspectives, 6(4), 269-278. https://doi.org/10.1016/j.phrp.2015.08.006

Tikkanen, R., Osborn, R., Mossialos, E., Djordjevic, A., & Wharton, G. A. (2020). International health care system profiles. The Commonwealth Fund.

World Health Organization. (2000). The world health report 2000: Health systems: Improving performance. World Health Organization.

What the HS820 Unit 6 assignment asks for

In the sixth unit, learners write about a seminar in which the class examined how one health system coped with a crisis. Expect a few pages in the first person. Start with the facts of the event, dated and sourced, so the reflection has a shared base. State your view before the seminar honestly, then name the specific points classmates raised that changed it. Explain the revised view in health systems terms, such as service delivery, access rules or infection control capacity, rather than blaming individuals. Say what you still hold from your first view and why. Close with what remains unsettled. Cite sources for facts and for the framework you use, and keep classmates anonymous or composite.

How this HS820 Unit 6 example is built

The sample opens with the outbreak: a returning traveler, several clinic visits before diagnosis, spread in a Seoul emergency department, 186 cases, 38 deaths and more than 16,000 people monitored, citing the KCDC report. The writer's first view, quoted from an earlier draft, blames delayed naming of hospitals. A classmate with emergency experience explains crowding, direct access and family caregivers; another adds limited isolation rooms. The highlighted sentence separates what disclosure explains from what design explains. Later sections set out the revised view with a WHO citation, describe Korea's reforms, defend the part of the first view that still holds, apply the lesson to reading country profiles, propose a comparison with gatekeeping systems and leave the caregiving trade-off open.

Where the points sit in the HS820 Unit 6 rubric

Points for an HS820 seminar reflection go to how deeply the writer reflects, how firmly the shift is tied to course ideas, the evidence behind the facts, candor about what changed and the prose itself. The first two weigh heaviest: a marker wants to see the old view, the new one and the classmates' points that moved it, all told in the language of health systems. Evidence matters for the event's facts and for any claim about a system's design. A reflection that only summarizes the discussion, or claims a change without explaining it, tends to lose marks. Keeping part of an earlier view, with reasons, is often credited as mature reasoning. Naming what is still unsettled shows critical thinking. Clear first-person writing and APA citations account for the rest.

Common HS820 Unit 6 mistakes, and how to avoid them

Reflections often retell the seminar without saying what the writer thought before it, so no change is visible. Others blame officials for a crisis without examining how the system was organized. Some abandon their first view entirely when part of it still holds. Facts are sometimes given without dates or sources. If your seminar covered another event, perhaps the 2014 Ebola epidemic or a hospital outbreak closer to home, send your notes on the discussion and your starting view, and we can draft a reflection that shows the shift clearly. A reflection can also lose force when classmates are named or quoted at length; composite classmates and short paraphrase keep the focus on your own reasoning. Keep the open question narrow enough that a reader could imagine how to settle it.

Get an HS820 Unit 6 example written to your instructions

Only you know which outbreak the Unit 6 session covered and what you believed walking in; send both, or, if you wrote instead of attending, that prompt, with the rubric. What comes back ties design features to specific events, shows which of your views changed and which survived, and names classmates by role. Delivered in 24-48h; the first custom sample is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

More HS820 papers and DHSc samples

HS820 Unit 6 questions, answered

What if my seminar discussed COVID-19 or Ebola instead?

The structure transfers. Choose the design features that shaped transmission or response, such as payment incentives, referral rules, workforce or surveillance, and link each to a specific event. Korea's MERS outbreak is useful because its spread was concentrated in hospitals, which makes the design link visible. Larger outbreaks need a narrower focus to stay within a reflection's length.

Should the reflection criticize the government's response?

Where evidence supports it, yes. Korea's early reluctance to name affected hospitals was criticized at the time and later reversed. The sample keeps that point but refuses to let it carry the whole explanation, because the structural features would have spread exposure even with faster disclosure. Balance the decision-level and design-level explanations rather than choosing one by default.

How many sources does a seminar reflection need?

Usually a few, for the facts the reasoning rests on: an outbreak summary from the WHO, a national public health report and perhaps one analysis of the system features discussed. The reflection is mainly your reasoning, so sources support it rather than replace it. Numbers heard in the live session deserve verification before they reach the page.

Where can I find a free HS820 Unit 6 sample paper?

The complete Unit 6 reflection appears here, on how a seminar moved the writer from blaming disclosure to explaining Korea's MERS outbreak through system design.

Why keep part of the first view in the reflection?

Because delayed disclosure did matter for who knew they were exposed; showing what each explanation covers is stronger than dropping one.