is it always a good idea to stop and give assistance at an accident site before medical help arrives?

Scenario – Jessica, a registered nurse (RN), and her husband are finally leaving on their vacation trip. They pull up at a red light as it is about to change to green. They watch in horror as a large truck, moving fast down a hill, in unable to stop before crashing into a van carrying a mother and her child. The van is thrown into the air and lands in a small park. Jessica runs over to offer aid. She finds a semi-conscious woman in the driver’s seat and an unconscious 4-year-old little boy in the back seat strapped into his car seat. The mother asks Jessica if Christopher is all right before she slips into unconsciousness. Christopher is unconscious and not breathing with his head down and touching his chest. He has a gash bleeding on the side of his head caused by his tricycle flying over the back seat during the crash. A truck driver, who also stopped to give help, yells in the window at Jessica, “Don’t move him!” Jessica knows that she has to get Christopher’s breathing started. Even though the truck driver is still yelling at her not to move the boy, she gently lifts his head off his chest. Christopher, still unconscious, starts breathing immediately. Jessica stops the bleeding on his head by applying pressure using a clean handkerchief from her husband. Emergency help arrives ten minutes later.

Instructions:

  1. Read the scenario above and then, answer the following questions:
    1. In your opinion, even though Jessica knew that, in most cases, an injured victim should not be moved, did she do the right thing by moving Christopher’s chin up so he could breathe?
    2. Was Jessica covered by the Good Samaritan law or was she held to a higher standard since she had a nursing license?
    3. Would Jessica have been covered by the Good Samaritan law if Christopher had not started breathing when she moved his head and he had suffered further injury from the movement?
    4. Was Jessica, an RN, legally required to stop and provide aid? Was she ethically obligated to stop and provide aid?
    5. In your opinion, is it always a good idea to stop and give assistance at an accident site before medical help arrives?
  2. Your paper should be:
    • One (1) page
    • Typed according to APA style for margins, formatting and spacing standards
    • Typed into a Microsoft Word document, included references.

Discuss ethical issues in transcultural health care with which staff might be confronted in various work settings

Discuss ethical issues in transcultural health care with which staff might be confronted in various work settings

Week two Discussion Assignment

Discussion Topic:    Nursing leaders need a workforce that can provide culturally competent care. Besides, nursing’s goal is to create a workforce that reflects the population it serves. In our country, we have a multicultural population. Discuss ethical issues in transcultural health care with which staff might be confronted in various work settings (inpatient, clinic, hospice). Ethics, whether philosophical, religious, or spiritual, is the study of morality, good and evil, and the rights and wrongs of human behavior and decision-making. One cultural group might find itself in a healthcare system that is based on the values of a different culture.

The Discussion:

  • Must address the topic.
  • Rationale must be provided.
  • May list examples from your own nursing practice.
  • 150-word minimum/250-word maximum without the references.
  • Minimum of two references (the course textbook must be one of the references) in APA format, must have been published within last 3-5 years.
  • Upload by Thursday, week # 2
  • Each student must respond to two student’s original post by day seven. This grade is a compilation of the original post and the response post. Please see the discussion topic rubric with responses in the course documents folder.

What ethical principles are involved in this case?

Scenario – Mary Smith has just reported for duty and is reviewing the patients she will have during the evening shift. One of them, Ida Monroe, is on isolation for an infectious disease. Dr. Jerome comes into the nursing station around 9:00 P.M. after making hospital rounds to see his patients. He tells Mary that he noticed that one of his neighbors, Ida Monroe, is a patient, and he would like to review her medical chart. Mary starts to give him the chart and then realizes that Dr. Jerome is not Ida’s physician. Dr. Jerome says not to worry about that since he has taken care of the rest of Ida’s family for years and is sure that Ida will want him to consult on her case. When Mary hesitates to give him the chart, Dr. Jerome says that he will report her to her nursing supervisor. He walks over to pick up the chart.

Instructions:

  1. Read the scenario above and then, answer the following questions:
    1. Should Mary give Ida’s medical chart to Dr. Jerome? Why or why not?
    2. What should Mary say to Dr. Jerome?
    3. What should Mary do if Dr. Jerome continues to insist on seeing Ida’s chart?
    4. What ethical principles are involved in this case?
    5. What legal regulations are involved in this case?
  2. Your paper should be:
    • One (1) page
    • Typed according to APA style for margins, formatting and spacing standards
    • Typed into a Microsoft Word document, include references.

Identify at least five (5) things you might do to increase your knowledge and use of evidence in your practice?

Promoting Evidence-Based Practice

In recent years, the implementation of evidence-based practice has been identified as a priority across nearly every nursing specialty (Prevost & Ford, 2020). In addition, nurses are increasingly accepted as essential members and often as leaders, of the interdisciplinary health-care teams. To effectively participate and lead a health-care team, nurses must have knowledge of the most effective and reliable evidence-based approaches to care, increase their expertise in critiquing research, and apply the evidence of their findings to select optimal interventions for their patients (Prevost & Ford, 2020).

Instructions:

  1. Read the infomation above, and then answer the following questions:
    1. Identify at least five (5) things you might do to increase your knowledge and use of evidence in your practice? (explain each suggestion and how it fits in the practice)
    2. What are the most significant and driving and restraining forces to make this change?
    3. Would you expect covert or overt resistance to your efforts?
    4. Will you need to enlist support from others or acquire additional resources for this planned change to occur? (be specific as in administrative support or scientific journals, etc)
  2. Your paper should be:
    • One (1) page
    • Typed according to APA style for margins, formatting and spacing standards
    • Typed into a Microsoft Word document, include references.

What are the 5 basic principles for administering medications?

What are the 5 basic principles for administering medications?

Assignment: Read Case Study and submit APA Paper due by Sunday at 2359.

Instructions: After reading the Case Study: The Chemotherapy Protocol Practice breakdown in medication administration, write a paper addressing the following:

  1. a.      What are the 5 basic principles for administering medications?

b.      What responsibilities did the nurse overlook, if any, during the administration process?

c.      What precautions could have prevented this situation?

d.      What did you learn from the Case Study?

Paper must be at least 3 pages, excluding title page and reference page. (at least 2 references no more than 5 years old), make sure to reference the article.

Designer babies are described as “either created from an embryo selected by preimplantation genetic diagnosis (PGD) or genetically modified in order to influence the traits of the resulting children

Week 2 Re: Topic 2 DQ 2

I hold human lives at a high value. I feel that no matter the race, background, economic status, every life is invaluable and should be cherished. Bogue stated that “God caused humans to exist and desires to be involved in every aspect of their life.” (Bogues 2020) I believe this to be true, along with humans being made in His image. Because we are all made in His image, I feel that all human lives are invaluable. Although I feel that every life is invaluable, when it comes to abortions, I am on the fence. Yes, it sounds contradictory, but if an abortion happens before 8 weeks, I feel it is less of a loss than if the abortion was at 12 or 18 weeks. Due to many women having miscarriages before 12 weeks, this statistic makes my stance on the topic ”less harsh.” Tommys.org states that “an estimated 1 in 4 pregnancies will end in miscarriages. (2020). With statistics like this, how would you know if the fetus would have reached viability? As a mother, abortion is such a hard topic to come to terms with, but I know there are many reasons why women choose abortions, and I truly feel it is her body and her right to make the decision.

Designer babies are described as “either created from an embryo selected by preimplantation genetic diagnosis (PGD) or genetically modified in order to influence the traits of the resulting children. The primary aim of creating designer babies is to avoid their having heritable diseases coded by mutations in DNA.” (Pang 2016) I understand the reasoning for wanting to avoid having a child who inherits a disease like cystic fibrosis and β-thalassemia, but how do we know that eliminating certain genes will not cause other problems down the line? I feel the DNA and genetic makeup we are born with, is what God chose to give us, and sadly others have a harder life than some due to their genetic makeup. I am not for designer babies and do not feel the benefits will outweigh the possible negative outcomes in the future.

Stem cell research is another form of research and science that I do not agree with. Who really knows how the stem cells are retrieved, and it is know that many, if not all are taken from human embryos. Due to humans going to drastic measures to prove various things in science and life, I do not feel scientist are taking the ethical route 100% of the time when it comes to stem cell research, so I cannot condone it. The thought of testing on a unborn baby who does not have the consent to be used in research is not ok. This topic reminds me of African Americans being used as test subjects against their will for many years, all for research.

Reference:

Bogue, D. W. (2020). Foundational Issues in Christian Spirituality and Ethics. In 1359722830 994999576 M. Hogan (Ed.), Practicing Dignity: An Introduction to Christian Values and Decision Making in Health Care. Phoenix, AZ: Grand Canyon Univeristy. Retrieved May 5, 2021, from https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/1

Ronald T.K. Pang, P.C. Ho, Designer babies, Obstetrics, Gynaecology & Reproductive Medicine,Volume 26, Issue 2, 2016, Pages 59-60, ISSN 1751-7214,https://doi.org/10.1016/j.ogrm.2015.11.011.(https://www.sciencedirect.com/science/article/pii/S1751721415300063)

 

Please add a line or 2 from the assigned material below, maybe 1 other source. Thank you.

https://www.gcumedia.com/digital-resources/grand-canyon-university/2020/practicing-dignity_an-introduction-to-christian-values-and-decision-making-in-health-care_1e.php

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment.

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Professional Context

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Healthy People 2020, n.d.; Flanders, 2018).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a health promotion plan to an individual or group within a community.
    • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
    • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
References

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

Please review the assessment scoring guide for more information.

To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Complete the following:

  • Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be a transcript of the voice-over (please refer to the PowerPoint tutorial).
  • Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
  • Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

PRESENTATION FORMAT AND LENGTH

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

  • Title slide:
    • Health promotion plan title.
    • Your name.
    • Date.
    • Course number and title.
  • References (at the end of your presentation).
    • Be sure to apply correct APA formatting to your references.

The following resources will help you create and deliver an effective presentation:

SUPPORTING EVIDENCE

Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2020 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Present your health promotion plan to your hypothetical audience.
    • Tailor the presentation to the needs of your hypothetical audience.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
    • Which aspects of the session would you change?
    • How might those changes improve future outcomes?
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
    • What changes would you recommend to better align the session with Healthy People 2020 goals and leading health indicators?
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

Additional Requirements

Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

What are the various methods of drug administration?

Homework is to be presented as a short (50-100-word) paragraph response for each question. The assignment is to be submitted as a Microsoft Word document electronically to the instructor.

  1. Explain the process and purpose of the Five Rights.
  2. What are the various methods of drug administration? Explain why one method may be chosen over another.
  3. Assess the conditions under which a chest tube is placed and the maintenance and precautions needed.
  4. What purpose do arterial venous lines serve and which vessels are they placed in.
  5. Why is a pulmonary arterial line not an arterial line in the strictest sense of the word?
  6. Organize a plan for your participation in a code.
  7. What are the general requirements for a code cart setup?

APA format is not required, but solid academic writing is expected.

Discuss the use of descriptive and/or analytic epidemiology to address mental health problems in florida.

  • Discuss the use of descriptive and/or analytic epidemiology to address mental health problems in florida.

The Morbidity and Mortality Weekly Report (MMWR (Links to an external site.)) is an epidemiological report published by the Centers for Disease Control and Prevention (CDC). This weekly report contains data on specific diseases as reported by state and regional health departments, as well as recommendations that have been issued by the CDC. Access the MMWR (Links to an external site.) and select a report pertaining to mental health.

  • Discuss the use of descriptive and/or analytic epidemiology to address mental health problems in florida.
  • Recommend additional measures required to integrate proposed changes into practice.
  • Share your professional experience related to the topic.

 

Instructions:

Use an APA 7 style and a minimum of 200 words. Provide support from a minimum of at least three (3) scholarly sources. The scholarly source needs to be: 1) evidence-based, 2) scholarly in nature, 3) Sources should be no more than five years old (published within the last 5 years), and 4) an in-text citation. citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards apply.

• Textbooks are not considered scholarly sources. 

• Wikipedia, Wikis, .com website or blogs should not be used.

Describe the principles of genetics and genomics.

Describe the principles of genetics and genomics.

Scenario

One of the clients you worked with in your clinical experience is Native American, a member of the Navajo Nation. He has symptoms of neuropathy and an autoimmune disorder. He relays that it runs in his family and many Navajo people that he knows have these problems. He points out that it was worse in his parents and grandparents’ generations. You decide to do some reading and learn that members of the Navajo and Apache Tribes have a genetic predisposition for these problems.

Instructions

Create an APA formatted document to include the following content:

  • What does natural selection mean regarding population genetics when considering the Navajo and Apache Nations?
  • What is the difference between mutation, migration, selection, and genetic drift?
  • How could population genetics impact care to clients?