Archive for month: February, 2019

EXPLAIN THE LAWS CONCERNING ASSISTED SUICIDE AND EXPLAIN THE BIBLICAL VIEWPOINT ON ASSISTED SUICIDE.

EXPLAIN THE LAWS CONCERNING ASSISTED SUICIDE AND EXPLAIN THE BIBLICAL VIEWPOINT ON ASSISTED SUICIDE.

USE AT LEAST 10 OF THE CITED REFERENCES BELOW;

The debate over whether physician-assisted suicide is ethical and should be legal has persisted for many years. Although many people feel the taking of a life is morally and biblically wrong, legalizing physician-assisted suicide can be a compassionate way to end suffering and pain due to terminal illness and provide a level of control for the patient over his or her own death.

Outline

I. Physician-Assisted Suicide (PAS)

A. Definition and History

B. Dr. Jack Kevorkian

II. Euthanasia

A. Passive Euthanasia

B. Active Euthanasia

III. Patient Self-Determination Act

IV. Constitutional Rights

A. Equal protection clause – 14th Amendment to the Constitution

1. Basic component of human freedom

2. Right to decide one’s own destiny (autonomy)

B. 9th Amendment to the Constitution

V. Social Policy

A. Litigation

1. United States Court of Appeals for the Ninth Circuit

2. United States Court of Appeals for the Second Circuit

B. Legislation

1. Death with Dignity Act – Measure 16 (Oregon)

C. Doctors’ participation in PAS

VI. Legal Precedents

A. In re Quinlan, 70 NJ. 10, 355 A.2d 647, 664 (1976)

B. Vacco v. Quill, 521 U.S. 793 (1997)

C. Gonzales v. Oregon, 546 U.S. 243 (2006)

VII. Biblical Viewpoint

VIII. Conclusion

IX. References

Annas, G.J. (1976). Law and the life sciences: In re Quinlan: Legal comfort for doctors. The Hastings Center Report, 6(3), 29-31.
Bostrom, B.A. (2006). Gonzales v. Oregon. Issues in Law & Medicine, 21(3), 203-210.
Bross, W. & Ivey, J. (2006). Healthcare issues—patient self determination acts and informed consent. Alabama Nurse, 32(4), 9.
Bruder, P. (1996). Reaping the whirlwind: Legalizing assisted suicide. Hospital Topics, 74(3), 8-10.
Delka, L. (1995). Constitutional law: Physician-assisted suicide, crime or compassion? Washburn Law Journal, 35, 197-211.
Devlin, M. (1996). Quill v. Vacco. Issues in Law & Medicine, 12(1), 65-67.
Feinberg, B. (1998). The court upholds a state law prohibiting physician-assisted suicide. Journal of Criminal Law & Criminology, 88(3), 847-876.
George, K. (2007). A woman’s choice? The gendered risks of voluntary euthanasia and physician-assisted suicide. Medical Law Review, 15, 1-33.
Hosseini, H.M. (2012). Ethics, the illegality of physician assisted suicide in the United States, and the role and ordeal of Dr. Jack Kevorkian before his death. Review of European Studies, 4(5), 203-209.
Keown, D. & Keown, J. (1995). Killing, karma and caring: Euthanasia in Buddhism and Christianity. Journal of Medical Ethics, 21, 265-269.
Martyn, S.R. & Bourguignon, H.J. (2000). Now is the moment to reflect: Two years of experience with Oregon’s physician-assisted suicide law. The Elder Law Journal, 8, 1-56.
Morgan, R.C. & Sutherland, D.D. (1996). Last Rights? Confronting physician-assisted suicide in law and society: Legal liturgies on physician-assisted suicide. Stetson Law Review, 26(2), 481-528.
Stansbury, K.M. (1996). Health law—physician assisted suicide—due process, the right to die, equal protection and slippery slopes. Land and Water Law Review, 31, 623-644.
Valente, S.M. (2004). End-of-life challenges: Honoring autonomy. Cancer Nursing, 27(4), 314-319.

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Clarify the major problem or problems in the case.Develop solutions be considered, Select the solutions you feel that will :prevented what has already happened AGAIN,correct the present situation,avoid similar problems in the future. Evaluate the generated Solutions.

This is business plan; it has to be written according to instructions. And use the actual plan templet that is attached. 2500 words required.
Those are the core area that you have to focus on:-Lack of leadership,Quality care (medication error, and patient fall, patient care),Budget and Human resources.
The references that have to used are Australian nursing standrads, international council of nursing standards and Australian collage of operating room nurses
Instruction and guidlines
Summary of the key issues
In this section you need to identify the key issues that you have found reading the case study and present them in a summary form that executives will read and take notice.
Analysis of the situation
What is the health service unit achieving and what are the opportunities for improvement?
Are there areas that could be improved in the pre-service, service delivery or after service areas?
What needs corrective actions
If there are areas for improvement what recommendations would you make regarding the identified areas?
Financial Analysis – variance management to state what was budgeted and what actually occurred. Include in this section what you would recommend to change negative variances.
Development of an implementation plan
In this section you are required to develop an implementation plan that address areas that you have identified need improvement. In this section you should expand on your recommendation and provided scholarly references that support the course of action that you have suggested.
Benchmarks to measure success
This area should include how the health service unit will know that it has achieved success and how does this ranking against other units.
Conclusion
The conclusion should be a short summary of your analysis highlighting the key points. It is important not to introduce any new concepts or findings. This section identifies that the proposed implementation plan will address any areas requiring attention or improvement.
Gain an Overview of the Case.
This is achieved by reading the case to gain an understanding of the main issues, events and problems.
Establish What has Happened. Note what has happened in detail.Try to establish the who, what, where and when of the situation. See if any of the theories or knowledge you have studied applied i.e. leadership, budget, quality .Determine the Causes. Assess each issue and determine why it has happened:Leadership issues may relate to the unit not achieving the required objectives, staff morale problemsQuality issues high infection rates or low patient satisfaction. No clinical guidelines
Budget – an overspend or not using budget allocation appropriately

Develop Possible Solutions
After considering what has happened and why you should develop a number of possible solutions.
Clarify the major problem or problems in the case.Develop solutions be considered, Select the solutions you feel that will :prevented what has already happened AGAIN,correct the present situation,avoid similar problems in the future. Evaluate the generated Solutions. Thoroughly consider each possible solution detailing exactly what would need to be done to implement it.In the detailing process, you should note any constraints or impediments that are likely to make it difficult or impossible to implement any of the possible solutions,The constrains may be financial, technological, physical facilitates or human resources.
Formulate Recommendations.
Finally, you should now be in a position to recommend exactly what should be done to the executive to correct the problem or problems identified.
The recommended solution may be one of those considered previously, or some combination of particular solutions that is most likely to work, given the circumstances.
In making this final recommendation, a comprehensive view of the situation should be taken.
A preferred solution, for example, should not create more problems in other work sections than it solves in the work section being studied. In some cases it may be best to try relatively simple and inexpensive solutions first, with a contingency plan to try more elaborate solutions if the first ones fail.
Developing Action Plans
conclusion

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How have you applied person-centred care to the case scenario and what framework have you utilised? Refer to your FILA, SOAP and SBAR documentations + evidence from the literature.

clinical decision making and reasoning 4 pages reflective writing 1 page

Order Description

This written assessment piece is based on the following clinical scenario.

Case: Mr Larry Lyons

Mr Larry Lyons is admitted to the East Wing surgical ward of University Hospital and scheduled for a cholecystectomy. It is intended that the procedure will be performed by laparoscopy, however a laparotomy may be required. As part of his perioperative care you are required to plan his nursing intervention for perioperative care (see Skill 36-1 in your Dempsey text).

On admission you documented his vital signs as follows:

Vital signs: T 376C, P 106, RR 22, BP 140/94, SpO2 97%, Wt 60 kg, Ht 198cm

UA: + protein, + blood, ++ nitrites, pH 5

Pain score: 6/10
Mr Lyons states to you that although he is willing to have an operation that may involve additional procedures, that is the laparotomy, he is unwilling and fundamentally opposed to providing consent for a blood transfusion.
Part 1: Documentations
1.Glosssary of terms – define a minimum of 12 healthcare terminologies and abbreviations pertaining to this case and those used in your documentations.
2.Case analysis: Using the FILA framework, analyse the clinical situation and plan your nursing intervention (2 – 4 pages).
3.Nursing documentation: Using the SOAP Framework, prepare your documentation for Mr Lyon’s care.
4.Handover: Using the SBAR Framework, prepare your handover nursing notes.

Part 2: Essay

Clinical decision making and reasoning: This is a written assignment in essay format (1000-1200 words). Based on your analysis and documentations, (refer to your completed FILA, nursing documentation and handover notes) and using evidence in the literature, explain your clinical decisions and responses to the case scenario. Use the following points to guide your essay writing:
1.How would you introduce the case scenario and your assessment of Mr Lyons?
2.How would you discuss the nursing interventions you have identified in the case scenario and what evidence have you used to support your clinical decisions and actions? Refer to your FILA and SOAP notes + evidence from the literature.
3.How have you applied person-centred care to the case scenario and what framework have you utilised? Refer to your FILA, SOAP and SBAR documentations + evidence from the literature.
4.What is your position regarding Mr Lyons’ disclosure of his issues of informed consent (see Chapter 11 in your Dempsey text) around blood transfusion? Refer to your FILA, SOAP and SBAR documentation + evidence from the literature.
5.How would you summarise your clinical findings and do you have any recommendations?

Part 3: Reflective written piece concerning your professional learning and development as a nurse

Professional growth through learning: Throughout the semester, we have placed great emphasis on person-centred care, professionalism and ethical practice as core to the practice of a responsible nurse. Ensure that you have a good understanding of these concepts when responding to Part 3 Assessment task 3.
•Prepare a one (1) page summary of your learning journey of responsible nursing practice, focusing on the key concepts: person-centred care, professionalism and ethical practice. As this is a reflective writing piece, use the first person approach, i.e. use of pronouns such as “I” or “me” is expected.
Parts 1 & 2 of Assessment task 3 form part of your written assignment in essay format. Your written assignment must adhere to academic writing conventions, i.e. you need to present arguments and opinions, and use evidence from the literature to support your position, using appropriate referencing conventions. Use the A3 Marking Criteria when preparing your essay.

Your essay must be organised as follows:

Introduction – See Part 2, Question 1

Body – See Part 2, Questions 2, 3, 4

Conclusion – See Part 2, Question 5

References – Include at least 3-6 scholarly journal articles + text

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Consider how epidemiologic data has been used to design population health measures and policy initiatives in addressing this issue.

factors that impact population health

While nursing care has traditionally been centered on individuals, the emerging focus of population health allows nurses to take a broader view for improving health outcomes. This wider perspective means that nurses may now examine a range of factors that influence populations as a whole, rather than focus solely on individual patients.
This week, you will evaluate factors that impact population health, and thus, the health care system. These factors include access to health care, individual behavior, the social and physical environment, and genetics. You will also consider the role of epidemiologic data in the process of evaluating the health of a population.
Reference:
U.S. History.org. (2010). The electric Ben Franklin. Retrieved from http://www.ushistory.org/franklin/quotable/quote67.htm
*Analyze factors that influence a population health issue
*Apply the use of epidemiologic data to the design of population health measures and policy initiatives
Did you know that the United States has a higher rate of infant mortality than Japan (CIA, n.d.)? Or, as
Dr. Beilenson states in this week’s media presentation, that “your zip code that you live in makes these differences in health outcomes?
To effectively develop policies and programs to improve population health, it is useful to use a framework to guide the process. Different organizations and governmental agencies (for example, Healthy People 2020) have created a variety of such frameworks, which establish measures for assessing population health. These measures frequently are derived from the examination of epidemiologic data, which include key measures of population health such as mortality, morbidity, life expectancy, etc. Within each measure are a variety of progress indicators that use epidemiologic data to assess improvement or change.
For this Discussion, you will apply a framework developed by Kindig, Asada, and Booske (2008) to a population health issue of interest to you. This framework includes five key health determinants that should be considered when developing policies and programs to improve population health: access to health care, individual behavior, social environment, physical environment, and genetics.
To prepare:
*Review the article “A Population Health Framework for Setting National and State Health Goals,” focusing on population health determinants.
•Review the information in the blog post “What Is Population Health?”
•With this information in mind, elect a population health issue that is of interest to you.
•Using this week’s Learning Resources, the Library, and other relevant resources, conduct a search to locate current data on your population health issue.
•Consider how epidemiologic data has been used to design population health measures and policy initiatives in addressing this issue.
Post a summary of how the five population health determinants (access to health care, individual behavior, social environment, physical environment, and genetics) affect your selected health issue, and which determinants you think are most impactful for that particular issue and why. Explain how epidemiologic data supports the significance of your issue, and explain how this data has been used in designing population health measures and policy initiatives.
References

•Kovner, A. R., & Knickman, J. R. (Eds.). (2011). Health care delivery in the United States (Laureate Education, Inc., custom ed.). New York, NY: Springer Publishing.
•Chapter 5, “Population Health” (pp. 85–102)
Kindig, D. (2007). Understanding population health terminology. The Milbank Quarterly, 85(1), 139–161.
Kindig, D., Asada, Y., & Booske, B. (2008). A population health framework for setting national and state health goals. JAMA, 299(17), 2081–2083.

Centers for Disease Control and Prevention. (2010). Morbidity and mortality weekly report (MMWR). State health statistics. Retrieved from http://www.cdc.gov/mmwr/StateHealth/index.html
HealthyPeople.gov. (2010). Foundation health measures. Retrieved from http://healthypeople.gov/2020/about/tracking.aspx
State of New South Wales, Department of Education and Communities and Charles Sturt University. (2012). Core 1: Health priorities in Australia: How are priority issues for Australia’s health identified? Retrieved from http://hsc.csu.edu.au/pdhpe/core1/focus/focus1_1/4003/health_pri1_1_1.htm
U.S. Department of Health and Human Services. (2010). Healthy People 2020. Retrieved from http://www.healthypeople.gov/2020/TopicsObjectives2020/pdfs/HP2020_brochure_with_LHI_508.pdf
U.S. Department of Health and Human Services. (2012). Healthy People 2020 – Improving the health of Americans. Retrieved from http://www.healthypeople.gov/2020/default.aspx
University of Wisconsin Department of Population Health Sciences. (n.d.). What is population health? Retrieved from http://www.improvingpopulationhealth.org/blog/what-is-population-health.html

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provide a referenced analysis and interpretation ofthe health assessment data using support from at least 3 additional peer reviewed

This assessment has been designed to assist you to develop assessment skills, analyse the information and then write a report in a concise,accurate and coherent manner.

Objectives assessed

-CO2. Differentiate between the assessment of infant, children and young people taking

into account expected growth and developmental age and stages

-CO3. Demonstrate the ability to conduct a child health assessment applying

knowledge of expected growth and development

-CO5. Apply knowledge ofthe cultural needs, rights and expectations of infant, children

young people and their families within a legal and ethical framework

To commence this assessment you:

1.Need to have provided your mandatory documentation (course pre-requisites) to Clinical Placement Unit priorto commencing this course. Without this you will not be allowed to undertake and complete this assessment and you will receive a zero- F2 grade.

2.Must have obtained valid, informed consent from the parent/guardian ofthe child using the form located in the assessment folder on the learn on line site for this course. This is a legal and ethical requirement. Assignments submitted without a scanned, signed consent form will not be marked.

3.You will conduct a health assessment on an infant, child or young person in your community using the template located in the assessment folder on the learn on line site for this course.

Essential Information for Students:

This assessment item requires you to be in contact with the public in your role as a nursing student therefore your behavior must be professional and you are required to wear your Unisa Clinical uniform with name badge.

Any instances of academic dishonesty/integrity including using fraudulent consent forms or the presentation of data not collected from the child will be referred to the Academic Integrity Officers within the school for investigation.

Students ofthe Division of Health Sciences are mandated notifiers of suspected child abuse. If you suspect the child you are assessing has or is being abused or you have concerns about what the child has told you, you must discreetly complete the assessment activity, then contact your lecturer or the Course Coordinator by telephone immediately after leaving the child.

At no time are you to remove clothes or examine a child in more depth than

In Section

1 (500 words) enterthe raw data (your recorded observations and measurements) from your assessment ofthe child. Short phrases or dot
points are suitable in section one. No referenced material can be included as data.

In Section 2 (500 words) write a description about how

you would communicate and establish a therpeutic relationship with a child of your chosen age group. Please include appropriate touch, body
language, eye contact, verbal and non verbal communication, legal and ethical issues and cultural competence.

In Section 3 (1,000 words)

provide a referenced analysis and interpretation ofthe health assessment data using support from at least 3 additional peer reviewed
journal articles that you have researched and located (2005 or later). (These are NOT from set course readings).

Each topic, within the

health assessment, must be analysed and interpreted by comparing it to Normal and Abnormal Findings for each ofthe assessment items. You
will also determine what the future health implications may be for this child when comparing the data to the research evidence. Conduct the
child health assessment using the areas learnt overthe first 5 topics ofthe course. Physiological, psychosocial and emotional development
should be assessed as well as general health and well-being. You will not be making recommendations in this

assignment.

Physiological

-Past medical history

-Family health history (relevant to child ie Asthma)

-Current health status (Health

maintenance, medications required, Allergies, immunisations, safety measures used appropriate to age group, activities and exercise,
Nutrition, sleep)

Psychosocial/emotional

-Family structure

-School or child care arrangements

-People the child spend time with

(family and Friends)

-Description of household activities

-Assess emotional development pertinent to the child’s age and

developmental status.

Review of Systems

-General Growth and development (age appropriate sleep, nutrition, physical activity, screen

time, allergies, head circumference, weight, height)

-Skin (temperature, texture, lesions, rashes, bruises, Mongolian blue spots)

-Hair

and nails (thin, thick, a lot or less, scalp sores)

-Head (fontanel’s where appropriate, symmetry offace)

-Eyes (eye colour,

eyelashes, pupils, eye muscles)

-Ears (external structures, hearing issues, startle reflex in a infant)

-Nose (structure ofthe nose,

Discharge evident)

-Mouth and throat (mucous membranes, teeth, gums, tongue, lips, discussion of oral hygiene habits)

-Cardiac (pulse

rate, apical pulse for infants)

-Chest and respiratory (respiration’s, Inspiration and expiration’s, breath sounds)

-Gastrointestinal

(discussion ofbowel habits, pain after eating, bloating, gas, constipation)

-Urinary (frequency of urine output,

colour)

-Musculo-skeletal (posture and spine alignment, legs and feet particularly in the toddler, gait, coordination)

-Neurologic

(communication, Language development, reflexes in infants)

Important Information:

At all stages throughout the assessment a parent must be

present.

This can not be your own child, this must be a child that you do not know intimate health history details or knowledge about.

The

child should not be asked to remove any clothing otherthan heavy jackets or jumpers. Please only document what you can see with the child
wearing light clothing on.

Be aware to discuss the practice of Inspection, Palpation and Auscultation in your assessment of your

child.

Ensure you plot head circumference, weight and height/length on the age appropriate percentile charts and attach these to your
assessment. Percentile charts can be found in Appendix 7 ofthe custom text book for this course

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