Final Lab Report For Microbiology

General Microbiology Spring 2022 Final Lab Report Grading Rubric

Section Portion Explanation Points

Introduction

2-3 paragraphs (7 points)

 

Background information Description of why isolation/identification of bacteria is important (1) and importance of microbiology is addressed (1). Should include citations here to support all information addressed (1)

3

Purpose of the experiment stated

Student states the purpose behind conducting the experiment 1

Summary of methodology addressing all parts of the experiment.

Should include:

1 Serial dilution, viable titer, isolation, colony morphology, cellular morphology, biochemical tests, selective differential media, API, Bergey’s, and Kirby Bauer

There should be NO mention of their bacterial unknown’s identity in the introduction

Research Questions that encompass ALL parts of the experiment

There should be a minimum of 2 questions in question format that address identification of an unknown bacteria and antibiotic sensitivity.

2 Students can choose to address multiple questions for each part of the experiment but must encompass all parts, not just some.

 

Results

No more than 8 tables (no

more than 10 pages)

2-3

paragraphs for written portion

(23 points)

Week 3:

Table showing three dilution plates (0.25) with population survey (including unique colonies) and general colony morphology descriptions of the colonies on the plate (0.25) Students address and fully explain if the patterns in dilution among the three plates make sense. (0.5) Descriptions of chosen colony (only one included- five colonies and two isolation streaks were conducted in class but only one was chosen) (0.5) and gram stains 40x and 100x pictures with cellular morphology included (0.5)

2

Dilution and Viable Titer Dilution, dilution factor, CFU and Viable Titer present, and information correct (0.25 each) 1

Week 4/5: Isolation plate present with full colony morphology (7 characteristics: shape, size, color, margin, elevation etc.) (0.5) Comparison of colony morphology to the previous (original) colony morphology (0.5)

1

Isolation and Gram Stains Both gram stains present (40x and 100x objective) – (0.5)

2

With shape, arrangement, color, and gram stain category listed and explained, student states correctly objective/ magnification (0.5) If stains do not match or are mixed, a statement of possible error that occurred is included. If they do match, a statement included about this. (0.5) Comparison of the gram stain results to the previous (original) morphology and explanation on why (0.5)

 

 

 

Week 6: Biochemical Tests

All tests mentioned. 5.5

(11 tests) In results column, students must mention for each test: positive/negative, color and pH (0.25 for each test)

In description column, students must mention for each test: overall reaction that occurred or enzyme that is present

and any other characteristics about the bacteria (eg. aerobic). Be as specific and detailed as possible (0.25 for each test)

 

Week 7: All tests mentioned

2

Selective and Differential (4 tests)

In results column, students must mention for each test: positive/negative, color, pH. (0.25 for each)

In the description column, students must mention for each test: overall reaction that occurred or enzyme that is

present. Be as specific and detailed as possible. (0.25 for each)

Week 7/8: API Test Kit picture shown, all tests described as either positive or negative (1)

1.5 API Test Kits API Reading sheet shown with results written and final 7-digit code (0.25)

API Web results included with mention of final identification of %ID. (0.25)

Week 8: Bergey’s manual steps used, and final identification shown (0.75) along with a screenshot of the flowchart used for identification (0.25).

1 Bergey’s Manual

Students include a table comparing observed results to expected results for their API ID of their unknown

2

Week 9: Table contains all biochemical tests and API tests listed with observed results obtained throughout the semester (0.5)

Comparison of ID Table contains expected results of each of the biochemical and API tests listed. Students can use the Bergey’s Manual on Canvas (0.5)

Students highlight areas of the table in which observed and expected results do not match (0.5) Table contains citations for all information obtained from outside resources (0.5)

Week 10/11: Picture of Kirby Bauer Assay included (0.5) 1.5

Kirby Bauer All 6 antibiotic measurements match the classifications (R/I/S) based on standards for known bacteria (1)

Results Write-up Paragraph

Results write-up paragraph is present and includes all portion of the results in a summary format

4

Students are not repeating what is already stated in the results table but rather summarizing the important results from each section.

Week 3: Dilution pattern comparison among three plates and viable titer (0.75)

Week 4/5: Does isolation plate morphology match dilution previous step? Is it a pure culture? (0.75)

Week 6/7: Which tests positive and which enzymes are present. (1)

Week 8: API identification stated (0.25)

Week 8: Bergey’s identification stated (0.25)

Week 10-11: Antibiotic classifications stated (0.5)

No discussion takes place within the paragraph (0.5)

 

 

 

 

Discussion (10 points)

5 – 8

paragraphs

Student addresses colony and cellular morphology and if it matches expectation (through support from citation)

1 If no citation, -0.5 point

 

Students address biochemical tests and if it matches expectations. Which did/did not? (through support from citation) 1

If no citation, -0.5 point

Comparison of API Kit to Bergey’s manual identification. Which was more effective? 1

Student addresses susceptible antibiotics and if it matches expectation (through support from citation)

1 If no citation, -0.5 point

Student addresses if research questions proposed in introduction were answered or not. 2

Possible sources of error stated AND why the error caused an issue within the experiment. Minimum two errors discussed. If there are no errors, the student addresses potential areas for error and why they would cause an issue.

2

Discussion of all potential environments your identified bacteria can be found. (1) Citations present to support (0.5) Does this match your sampled environment? (0.5)

1

Discussion of the importance/relevance of identified bacterial sample 1

Future Directions

1-2

paragraphs (2 points)

Student proposes a new follow-up experiment and proposes methodology which makes sense and builds on the information obtained in this lab report Note: Do not point out errors in current experiment or suggest the same methodology used in this experiment

1

Student mentions the application of both current and future results in a real-world setting 1

References (4 points)

References APA format used in references section: inclusion of hanging indentations and alphabetical order 1

In-text citations

In-text citations done correctly (Tomasetti et al. 2021) and is used to support information that is not original in introduction section

0.5

In-text citations done correctly (Tomasetti et al. 2021) and is used to support information that is not original in discussion section

0.5

All citations mentioned in references section are cited as in-text references throughout the text 0.5

A minimum of 8 references are used throughout the report. 0.5

 

 

 

Formatting (4 points)

 

Introduction Proper grammar and sentence structure flows. Sentences do not contain pronouns: I, our, me, us, we etc. Section does not cross minimum or maximum guidelines (minus 0.5)

0.5

Results

Proper grammar and sentence structure flows. Sentences do not contain pronouns: I, our, me, us, we etc. (0.5) Results write up section does not cross minimum or maximum guidelines (minus 0.5)

0.5

Each table has a numbered title and caption at its heading and information in the section flows properly (0.5) 1

Pictures included in results section are all cropped, formatted, and labelled (where applicable) consistently and its aspect ratio is consistent with each image type

0.5

Discussion Proper grammar and sentence structure flows. Sentences do not contain pronouns: I, our, me, us, we etc. Section does not cross minimum or maximum guidelines (minus 0.5)

0.5

Future Directions Proper grammar and sentence structure flows. Sentences do not contain pronouns: I, our, me, us, we etc. Section does not cross minimum or maximum guidelines (minus 0.5)

0.5

Overall

All bacteria names are properly written throughout the report. Italicization with no improper capitalization 0.5

All tables and text are formatted similarly throughout: sizing is the same, font and font size throughout report are the same

0.5

Total point assignment 50

Assignment Percentage in final grade 20%

Helpful link to APA formatting guidelines: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

 

 

 
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Bio Online Class

California State University, Fullerton Page 1

 

Biology 101-51 (#18681): Elements of Biology Fall 2013 Syllabus

Instructor Information

Instructor: Maryanne Menvielle, M.S. Office: MH 045 (in the basement) Office Hours: Wednesdays 3:45-4:45pm; Monday and Friday by appointment

Office Telephone: 657-278-5125 (emailed is preferred method of communication) E-mail: mmenvielle@fullerton.edu

***Email is the preferred method of communication for this course. Emails will be checked daily Monday through Friday and at least once on the weekend. Responses to emails will usually occur within 10 hours but may take as long as 24 hours.

NOTE: Emails must be written with proper etiquette in mind. This means they should: 1)

contain a greeting to the person you are sending it to; 2) contain a subject line relevant to the contents; 3) be composed properly (no “text talk”); 4) be signed with your full name

AND course information (in this case your emails should state Biol 101-51)

Course Description (from catalog):

Underlying principles governing life forms, processes and interactions. Elements of

biology and reasoning skills for understanding scientific issues on personal, societal and global levels. For the non-science major. No credit toward biological science major.

Textbook & Course Materials

 Phelan, Jay (2012). What Is Life? A Guide to Biology with Physiology 2nd edition

 Access to PrepU quizzing system (either the stand-alone PrepU or through BioPortal)

Helpful Resources

 For writing assignments utilize the resources available: CSUF Writing Center

(http://hss.fullerton.edu/english/wc) or the University Learning Center (http://www.fullerton.edu/ulc)

 Tutoring is available through the University Learning Center (http://www.fullerton.edu/ulc) located on the second floor of Pollak Library North. Call (567) 278-2738 for an appointment.

 

 

 

 

 

Biol 101 Fall 2013 Syllabus

 

California State University, Fullerton Page 2

Course Requirements

 Reliable and accessible internet connection

 CSUF has a policy regarding computer competency for students (UPS 320.030, see http://www.fullerton.edu/senate/PDF/300/UPS300-030.pdf ). You are expected to be knowledgeable in the use of a computer, familiar with

Titanium, the WWW, email messages, and email file attachments.

 Hardware, Software, and Infrastructure Requirements

o Software Requirements: You will need a word processing program. If you have an older or rare software program, it must be able to save files in

.RTF. As a CSUF student, you may purchase MS Office at a reduced rate from the Titan Shops.

o E-mail account: You must have an E-mail account that you can access

daily. It is recommended that you use the CSUF email and access class through the portal http://my.fullerton.edu.

o FOR PC USERS: Minimum Hardware: 1 Ghz or higher multimedia processor; 1GB RAM; DSL or cable modem is recommended.

o Minimum System Software: XP or higher Operating System, Internet

Access (an Internet Service Provider) and an internet browser (You must use Firefox for Blackboard Features to work properly),

o FOR MAC USERS: Mac requirements: 1 Ghz or higher multimedia processor, OS X or higher. Firefox.

Course Structure

This course will be delivered entirely online through the course management

system Titanium. You will use your Titanium account to login to the course through the portal at fullerton.edu

In Titanium, you will access online lessons, course materials, and resources.

Activities will consist of discussion forums, online assignments, Turnitin submission, quizzes and exams

Titanium Access

Firefox is the preferred Web browser to access this course on Titanium. If you do

not already have Firefox you can download it from https://www.mozilla.org/en-US/

You may also need to disable the pop-up blockers on your computer to allow

downloads from the Titanium course site.

Technical Assistance

 The CSUF Help desk can be contacted at: helpdesk@fullerton.edu or 657-278-7777, or by visiting www.fullerton.edu/helpdesk/index.asp

 

 

California State University, Fullerton Page 3

 

Course Objectives

Student Learning Outcomes: The goals for Biology 101 are for student learning of the following major scientific ideas:

a. Living things are made of smaller structures whose functions enable the organism to survive.

Biology 101 Students should be able to:

 Define the characteristics of life

 Differentiate between the main classes of biologically important molecules.

 Summarize cell theory

 Explain the processes associated with cell growth & division

 Compare & contrast characteristics of prokaryotic & eukaryotic cells

 Relate cell structure to cell function

 Explain how an organism maintains homeostasis

 Organize functions within levels and explain relationships between levels of

biological organization (cell, tissue. organ, organ system, organism)

b. Living things depend on each other and the physical environment as they interact to obtain, change, and exchange matter and energy.

Biology 101 Students should be able to:

 Describe how energy from the sun drives most activities on the earth’s surface

 Sketch the flow of energy & matter through higher levels of biological organization

 Explain the ways in which organisms may interact

 Identify factors that affect population growth and decline

 Identify factors that affect ecological organization at the community & ecosystem

level

 Assess the role of humans in natural systems

 Describe & give examples of the value of biodiversity & the natural world c. The great diversity of living things is the result of billions of years of evolution of

organisms through the mechanisms of heredity, random change, and natural selection.

Biology 101 Students should be able to:

 Illustrate the Central Dogma

 Explain & apply the basic principles of inheritance

 Summarize the evidence for evolution

 Describe how different processes (e.g. mutation, gene drift, selection) can lead to

genetic differentiation and speciation

 Define and explain natural selection

 Interpret evolutionary relationships among organisms

 Explain how evolutionary principles & ideas influence daily lives (eg GMOs, AIDS,

antibiotic resistance)

Biology 101 students will also possess the following skills:

Biology 101 Students should be able to:

 Retrieve information from a variety of sources (eg popular press, scientific papers)

 Apply the scientific method

 Critically evaluate data accurately (graphs, tables, text)

 Critically evaluate claims rather than accept authoritative statements

 Recognize the historical context of science

 Differentiate between science and non-science

 Analyze societal issues based on biologically sound principles

 Justify opinions on social issues related to biology (stem cells, GMO)

 

 

Biology 101-51 Fall 2013 Semester Syllabus

California State University, Fullerton Page 4

In order to meet the General Education objectives for the Natural Sciences and Life

Sciences, this course will introduce you to the basic principles of biology, and will give you the tools to think like a biologist. I believe that you need to understand how the natural

world works if you are going to have a good life, get a good job, and be a good citizen. The critical and creative thinking skills that you develop as you “do” science will help you in many areas of your life. For example, if members of your family have suffered from

diabetes, how would you use genetic information about susceptibility to diabetes in thinking about your diet, and in planning whether to have children? If you choose not to

have children, or to wait, what form of birth control should you use? If you choose to have children, should you feed them genetically engineered food? What about organic food? Should you take your family on holidays to areas that are vulnerable to extinction due to

human contact? Should you take them to areas in which there are serious viral outbreaks?

Topic Outline

This course is divided into 3 main units, each consisting of 4-5 weekly modules. The

modules are used as a foundation for both studying the biological concepts and in developing critical thinking skills. All modules within the unit open on the same date,

although each module has its own due date. An exam will be given at the end of each unit. Refer to the course calendar for specific meeting dates and times. Activity and assignment details will be explained in detail within each week’s corresponding learning

module. Unit 1:

Introduction to Biology Cells and Energy

The Cell Cycle and Cancer

DNA and Protein Synthesis DNA Technology

Unit 2: Inheritance Reproductive System & Health

Designer Babies Digestion & Nutrition

Cardiovascular system and Heart Disease Unit 3: Introduction to Evolution

Evolution of Disease Human effects on other organisms

Human effects on the biosphere

Important Note: This syllabus, along with course assignments and due dates, are

subject to change. It is the student’s responsibility to check Titanium for corrections or updates to the syllabus. Any changes will be clearly noted in course announcement or

through Titanium email.

 

 

 

 

Biology 101-51 Fall 2013 Semester Syllabus

California State University, Fullerton Page 5

 

Grading Policy

Course Activities

Please include your name, date and section number on all assignments. All assignments 1) are required to be completed independently unless otherwise stated 2) must be

submitted in the format requested (i.e. an email attachment will NOT be accepted when the assignment is to be submitted to Titanium) 3) must be completed according to the directions – if directions are not followed, a student may receive a zero on the assignment

or exam. Deadlines for assignments are primarily Thursday at 9pm or Monday at 9pm (see schedule)

 Knowledge Checks (15% of overall grade): These assignments will reinforce key terms and concepts of a module. The format of the assignment will vary

depending on the nature of the material currently being covered. Most assignments will be either a PrepU mastery quiz or an interactive (SCORM) assignment. The scores for SCORM assignments are usually posted immediately

to Titanium. PrepU scores will be entered into Titanium every 3 – 4 weeks but are visible immediately in the PrepU system.

 Application Assignments (15% of overall grade): These assignments will require you to utilize critical thinking skills and apply the current concept to a new situation. The format of these assignments will vary depending on the nature of

the material – usually an uploaded document or participation in a discussion forum. Grades will usually be posted on Titanium within 2 weeks of the

assignment deadline.  Exams (60% of overall grade): You will have 3 exams throughout the semester.

Since you have various resources available to you while taking the exam, most

questions will require you to compare and contrast various concepts, link a concept to the larger picture, critically evaluate a scenario using what you have

learned or apply your knowledge to a new situation. Exams are posted in multiple parts (usually a multiple choice section and a short answer section with answers written in your own words) and all sections must be completed prior to

the deadline.  Research Assignment (10% of overall grade): The written portion of the

assignment meets the Core Competency requirement for writing in the General Education curriculum. It will require the organization and expression of complex data and ideas in a 1000 – 1250 word paper reviewing a biological issue that is

current and controversial. Your grade for the paper will be based both on the content of what you write AND the quality of your writing. LATE ASSIGNMENTS

WILL NOT BE ACCEPTED. If you do not turn in your paper by the due date and time, it will not be graded and you will receive a zero for the assignment. All writing assignments must be submitted electronically to Turnitin.com. Detailed

instructions on the assignment will be available on Titanium. Grading of these assignments will take a minimum of 3 weeks.

 

 

 

 

Biology 101-51 Fall 2013 Semester Syllabus

California State University, Fullerton Page 6

Late Work Policy

You should have all your work completed and submitted by 9pm on the due date. However, work will be accepted without penalty until 11:59pm. The purpose of this

grace period is so you can correct any technical issues that arise. If you have a problem with your internet or computer, you are expected to solve the problem before the grace period expires, or find another computer on which to finish your

work. Further extensions (past 11:59pm) are not granted for technical issues. It would be a good idea to identify an alternate computer for you to use in case your

regular computer has an issue – the campus computer lab or a friend’s computer would be a reliable choice. Be aware that Titanium undergoes regular maintenance after 10pm on Thursday evenings. Email me any assignment you cannot submit

during this downtime BEFORE the end of the grace period.

You are expected to keep track of deadlines. Work can be made up or submitted

late ONLY if the student has a documented, valid reason for the need to complete work late. Make-up work is accepted at the discretion of the instructor and may incur a grade penalty. A student may also be required to appear in-person to

complete a make-up. An example of such a reason would be a serious illness documented with a doctor’s note. Technical problems with your personal computer

or internet connection are not considered valid reasons for missing deadlines. If you have a technical issue beyond your control (for example, the PrepU site is down), you must inform the instructor PRIOR to the 9pm deadline, and then wait

for a response with instructions on how to proceed.

Grades

Grades will be posted on Titanium for you to review. You are expected to regularly (i.e. weekly) check your scores for accuracy and bring any questions to the

instructor in a timely manner (see Re-grade policy). Your grade in this course will be assessed as follows:

 Knowledge Checks (15%)

 Application Assignment (15%)  Writing Assignment (10%)  Exams (60%)

 

 

 

 

 

 

Extra Credit: While I don’t intend to offer any extra credit, if it is offered, the

extra credit assignment will be available to all students on an equitable basis. Please do not ask for an individual assignment that is in addition to anything offered to the entire class.

Letter Grade Percentage

A 92.0-100

A- 90.0 – 91.9

B+ 88.0 – 89.9

B 82.0 – 87.9

B- 80.0 – 81.9

C+ 78.0 – 79.9

C 72.0 – 77.9

C- 70.0 – 71.9

D+ 68.0 – 69.9

D 60.0 – 67.9

F < 59.9

 

 

Biology 101-51 Fall 2013 Semester Syllabus

California State University, Fullerton Page 7

Course Policies

Participation

Students are expected to participate in all online activities as listed on the course calendar.

 Read assigned material in the text  View ALL lecture and support material, and take quality notes  Listen actively to lectures – think about the material

 Ask questions to both the instructor, and your classmates (via message boards)  Complete all assignments – module quizzes, exams, discussions, assignments,

and papers  Keep track of deadlines  Check your grades weekly

 Students are expected to know and follow rules of “netiquette”. See resource information at http://www.albion.com/netiquette/corerules.html

 

Re-Grading Policy

As a human, I may make mistakes. If you feel that a mistake has been made in the grading of an assignment or exam, please contact me within 1 week (preferably

during office hours) of the grade being posted on Titanium.

Withdrawal Policy

The CSUF policy regarding withdrawal from classes (UPS 300.016) will be followed. After the first two weeks of the semester, students may be granted withdrawal

ONLY by presenting compelling evidence outlining a physical, medical, or emotional condition that prevents completion of the course. Poor academic performance is not

evidence of a serious reason for withdrawal. Students unable to produce official documentation will be required to take the grade they have earned in the class. Please refer to the course schedule for information on the last day to withdraw with

a W grade. Important dates concerning registration are on the inside cover of the CSUF Class Schedule or at: http://www.fullerton.edu/admissions/ .

 The withdrawal deadline for this semester is: November 15, 2013.

Inform Your Instructor of Any Accommodations Needed

The University requires students with disabilities to register with the Office of

Disability Support Services (DSS), located in UH-101 and at (657) 278 – 3117, in order to receive prescribed accommodations appropriate to their disability. Students requesting accommodations should inform the instructor during the first

week of classes about any disability or special needs that may require specific arrangements/accommodations related to attending class sessions, completing

course assignments, writing papers or quizzes/tests/examinations.

 

 

 

Biology 101-51 Fall 2013 Semester Syllabus

California State University, Fullerton Page 8

Academic Honesty Policy & Procedures

Academic Integrity: It is assumed that by enrolling in this class your intentions are honorable, that you accept responsibility for earnest effort toward

understanding the subject, and that you will not cheat on any assignment for this course. You must perform all of your own work. The CSUF policy statement is reproduced in part below.

 Academic dishonesty includes such things as cheating, inventing false

information or citations, plagiarism, and helping someone else commit an act of academic dishonesty. It usually involves an attempt by a student to show a possession of a level of knowledge or skill, which he/she in fact does not

possess.

 Cheating is defined as the act of obtaining or attempting to obtain credit for work by the use of any dishonest, deceptive, fraudulent, or unauthorized means. Examples of cheating include, but are not limited to, the following:

using notes or aids or the help of other students on tests and examinations in ways other than those expressly permitted by the instructor, plagiarism as

defined below, tampering with the grading procedures, and collaborating with others on any assignment where such collaboration is expressly forbidden by an instructor. Violation of this prohibition of collaboration shall be deemed an

offense for the person or persons collaboration on the work, in addition to the person submitting the work.

 Plagiarism is defined as the act of taking the work of another and offering it

as one’s own without giving credit to that source. When sources are used in a paper, acknowledgment of the original author or source must be made through appropriate references and, if directly quoted, quotation marks or

indentations must be used.” (CSUF Policy 300.021, effective 6 May 2005). Please make sure you understand what plagiarism is and how to avoid it. For

more information on this topic please see http://www.fullerton.edu/deanofstudents/judicial/Plagiarism.htm.

 

Students who violate university standards of academic integrity are subject to disciplinary sanctions, including failure in the course and suspension from the

university. University policies are strictly enforced in this course. Any form of academic dishonesty, including cheating and plagiarism, may be reported to the Office of Judicial Affairs. Please familiarize yourself with the academic integrity

guidelines found in the current student handbook. In this course typical penalties include: a zero on the module assignment with a reduction of the course grade by

one letter or zero on the exam or paper.

The course material and assignments are my intellectual property. They may not be posted or shared on outside web sites. If I track a posting back to you from an outside source, you will be referred to the Dean for an act of academic dishonesty, even if the semester has ended.

 

 

 

 

 

Biology 101-51 Fall 2013 Semester Syllabus

California State University, Fullerton Page 9

Faculty Obligation to Meet Classes

In the event of an emergency that disrupts normal campus operations or causes the University to close for a prolonged period of time due to circumstances such as

an earthquake, we will do our best to continue the class via Titanium, if it is available. Therefore, as soon as possible after such as event and at least once a day, check the class Titanium site and your CSUF email for messages and

instructions. You can obtain emergency information about campus operations on the CSUF web site, via the Fullerton Campus Operation & Emergency Closure Line

(657-278-4444) or the Irvine Campus Operation & Emergency Closure Line (657- 278-8676).

Use of class email lists in TITANium

In the past, there were a couple of incidents of students using class email lists to contact members of the class about non-course related items, such as voting for a specific student in elections, announcing events on campus in which the student

was involved, etc. Students should not use contact information from this course without prior permission. Any violations of this policy may result in disciplinary

action.

CSUF is a smoke free campus

California State University, Fullerton prohibits smoking in all interior and exterior campus areas and locations effective August 1, 2013 as specified below:

 Buildings (including residence halls), structures (including parking structures), and outdoor areas owned, leased or rented by the university or one of its auxiliaries whether located on or off the Fullerton main campus.

 Vehicles owned, leased or rented by the university or one of the university’s auxiliaries.

 Vehicles on university-owned, leased, or rented land or in university-owned, leased, or rented parking structures.

The sale or distribution of any tobacco product, including smokeless tobacco products, also is prohibited.

 

Course policies are subject to change. It is the student’s responsibility to check

Titanium for corrections or updates to the syllabus. Any changes will be posted in

Titanium.

 
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Pathophysiology Assignment In 5hrs, $5.

Instructions

 

· This week’s case study will introduce concepts related to the pulmonary system and shock states. Read the scenario and thoroughly complete the questions. Some of the answers will be short answers and may not require a lot of details. For example: what is the most common organism to cause a hospital acquired infection? The answer is pseudomonas aeruginosa. Answers to questions that relate to the pathogenesis of a disease must include specific details on the process. For example: How does hypoxia lead to cellular injury? Simply writing that a lack of blood flow, causes a lack of oxygen available to the cell and the cell cannot function without oxygen is not sufficient. This type of response is NOT reflective of an advanced understanding of the concept or graduate level work. This answer should discuss the cascade of events leading to the lack of oxygen and how it specifically impairs cellular function. All answers to these type of questions should address the effects at the cellular level, then the effects on the organ and then the body as a whole. Additionally describing the normal anatomical and/or physiologic processes underlying the pathogenesis will be necessary to thoroughly answer the question.

It is very likely that you will need to reference multiple sources to answer the questions thoroughly. Your text book will not necessarily have all the answers. Only professional sources may be used to complete the assignment. These include text books, primary and secondary journal articles from peer reviewed journals, government and university websites, and publications from professional societies who establish disease management guidelines and recommendations. Sources such as Wikipedia or other generic websites are not considered professional references and should not be used to complete the case studies.

 

 

· Reason for Consultation: Desaturation to 64% on room air 1 hour ago with associated shortness of breath.

History of Present Illness: Mrs. X is 73-year-old Caucasian female who was admitted to the general surgery service 3 days ago for a leaking j-tube which was surgically replaced 2 days ago. This morning at 07:30, the RN reported that the patient was sleeping and doing fine, then the CNA made rounds at 0900 and Mrs. X was found to be mildly dyspneic.  Vital signs were checked at that time and were; temperature 38.6, pulse 120, respirations 20, blood pressure 138/38.  O2 sat was 64% on room air.  The general surgeon was notified by the nursing staff of the hypoxia, an order for a chest x-ray and oxygen therapy were given to the RN. The O2 sat is maintaining at 91-92% on 4L NC. The patient was seen and examined at 10:10 a.m.  She reported that she has had mild dyspnea for 2 days that has progressively gotten worse. She does not use oxygen at home.  Her respiratory rate at the time of this visit was 20 and she feels short of breath. She has felt this way in the past when she had pneumonia.  She is currently undergoing radiation treatment for laryngeal cancer and her last treatment was 1 to 2 weeks ago.  She reported that she has 2 to 3 treatments left.  She denied any chest pain or previous history of CHF. Review of her vital signs showed that she had been having intermittent fevers since yesterday morning.  Of note, she was admitted to the hospital 3 weeks ago for an atrial fibrillation with RVR for which she was cardioverted and has not had any further problems.  The cardiologist at that time said that she did not need any anticoagulation unless she reverted back into A-fib.

Review of Systems:  Constitutional:  Negative for diaphoresis and chills.  Positive for fever and fatigue. HEENT:  Negative for hearing loss, ear pain, nose bleeds, and tinnitus.  Positive for throat pain secondary to her laryngeal cancer.   Eyes:  Negative for blurred vision, double vision, photophobia, discharge and redness.   Respiratory:  Positive for cough and shortness of breath. Negative for hemoptysis and wheezing.   Cardiovascular:  Negative for chest pain, palpitations, orthopnea, leg swelling and PND.   Gastrointestinal:  Negative for heartburn, nausea, vomiting, abdominal pain, diarrhea, constipation, blood in stool and melena.   Genitourinary:  Negative for dysuria, urgency, frequency, hematuria and flank pain.   Musculoskeletal:  Negative for myalgias, back pain and falls.  Skin:  Negative for itching and rash.   Neurological:  Negative for dizziness, tingling, tremors, sensory change and speech changes.   Endocrine/hematologic/allergies:  Negative for environmental allergies or polydipsia.  Does not bruise or bleed easily.   Psychiatric:  Negative for depression, hallucinations and memory loss.

Past Medical History:

1.    Diabetes mellitus that was diagnosed 12 years ago with neuropathy. This resolved after gastric bypass surgery, which she had approximately 3 years ago.

 

2.    Laryngeal cancer

 

3.    Hypertension

 

4.    Hypercholesterolemia

 

5.    Pneumonia

 

6.    Arthritis

 

7.    Hypothyroidism

 

8.    Atrial fibrillation

 

9.    Acute renal failure

 

10.Chronic kidney disease, stage IV – 4 months ago a renal biopsy was completed, which showed focal acute tubular necrosis and patchy tubular atrophy, moderate to severe interstitial fibrosis with patchy acute and chronic interstitial nephritis, normal cellular glomeruli with no white microscopic evidence of a primary glomerulopathy. Baseline creatinine is 1.9.

 

11.Peptic ulcer disease

 

12.Skin cancer

 

13.Anemia

 

14.Osteoporosis

 

Past Surgical History:

 

15.Gastric bypass 4 years ago

 

16.Closure of mesenteric defect.

 

17.Radical neck resection on 1 year ago.

 

Family History:

 

18.Mother had diabetes diagnosed at age 55 and high blood pressure. Deceased.

 

19.Father had heart disease diagnosed at age 60. Deceased.

 

20.She had a sister with diabetes, thyroid disease, CKD, on dialysis, with unknown etiology.

 

Social History: She denies any smoking or alcohol use.  She denies any drug use.

 

Medications:

 

21.Calcitriol 0.5 mcg PO every other day

 

22.Vitamin B12 2500 mcg sublingual every Monday and Thursday

 

23.Docusate sodium 100 mg PO BID

 

24.Fentanyl patch 100 mcg every 72 hours

 

25.Gabapentin 800 mg PO BID

 

26.Levothyroxine 50 mcg daily

 

27.Multivitamin 1 PO Daily

 

28.Oxybutynin 5 mg PO BID

 

29.Hydrocodone 5/325 1-2 tablets every 6 hours PRN pain

 

Allergies: She is allergic to Cipro, which causes Uticaria and hives, contrast dye, honey and bee venom, adhesive, and sulfas, which causes hives

 

Physical Examination:  Vital signs:  38.6, 120, 20, 138/38, 64% on room air.  She is maintaining O2 sat of 91 to 92 on 4 liters nasal cannula.   Constitutional:  She is somnolent.  Oriented to person and place.  Appears ill and mildly dyspneic. Head:  Normocephalic and atraumatic.  Nose:  Midline, right and left maxillary and frontal sinuses are nontender bilaterally.  Oropharynx:  Clear and moist. No uvula swelling or exudate noted.   Eyes:  Conjunctivae, EOM and lids are normal.  PERL. Right and left eyes are without drainage or nystagmus.  No scleral icterus. Neck:  Normal range of motion and phonation.  Neck is supple.  No JVD.  No tracheal deviation present.  No thyromegaly or thyroid nodules.  No cervical lymphadenopathy noted bilaterally. Cardiovascular:  rapid rate, S1 and S2 without murmur or gallop.  Brachial, radial, dorsalis pedis, and posterior tibial are 2+/4+ bilaterally. Chest: Respirations are regular and even with mild dyspnea. Lungs are coarse and with some rales in the posterior bases. Abdomen:  Soft.  Bowel sounds are active, nontender, no masses noted.  No hepatosplenomegaly noted.  No peritoneal signs.   Musculoskeletal:  Full range of motion of the bilateral shoulders, wrists, elbows. Neurologic:  Somnolent.  Cranial nerves II-XII are intact. Skin:  Warm and dry.   Psychiatric:  Mood and affect are normal.  Calm and cooperative.  Behavior, judgment is intact.

 

Laboratories and Diagnostics:  WBC 7.2, Neutrophil 63%  Creatinine 2.0, BUN 45, Na 144, Potassium 4.4  BNP 242 Lactate 1.0 All other labs are unremarkable Chest x-ray: Right lower lobe infiltrate  EKG: NSR, no ST or T wave changes

 

One hour after your saw Mrs. X, you get a call from the RN to report that her BP is now 75/40, pulse is 140, RR is 34 and dyspneic, temperature is 39.6 and she is minimally responsive.  Mrs. X is transferred to the MICU.

 

Upon re-evaluation of Mrs. X you note that she is obtunded, struggling to breath, using accessory muscles and O2sats are 85% on a Non-rebreather. She is intubated and placed on a ventilator. A central line is placed and confirmation obtained via CXR. A foley is placed and fluid resuscitation has begun.

 

WBC 20 Hgb 12 HCT 36 Platelets 98,000 Na 148 Chloride 110 Potassium 5.6 Glucose 190 Creatinine 3.0 BUN 68 Albumin 3.0 Anion Gap 21 Lactate 5.2 Procalcitonin 15, INR is 1.0, aPTT 23 ABG (prior to intubation) pH 7.28, PCO2 36, HCO3 17

 

EKG: Atrial Fibrillation with RVR at 156 CVP 3

 

Answer the following questions:

 

30.What are 4 plausible differential diagnoses for Mrs. X’s hypoxemia that are specific to her clinical scenario? How would each diagnosis cause a hypoxemia?

 

31.What is your final diagnosis for the hypoxemia?

 

32.What are the most likely organisms to cause the diagnoses you identified in question 2?

 

33.Upon initial evaluation what category of sepsis was Mrs. X?

 

34.Upon re-evaluation what category of sepsis was Mrs. X?

 

35.Why is a gram negative bacteremia more serious than one caused by a gram positive organism?

 

36.What is the most likely source of Mrs. X sepsis?

 

37.What is a CVP and what does a value of 3 indicate? Why is Mrs. X CVP 3?

 

38.What is a Procalcitonin and what is its purpose?

Hypoxemia: Causes, Symptoms, and Treatment Hypoxemia is a medical condition which is characterized by a reduction in the levels of partial pressure of oxygen in the arterial blood. Scroll down to learn about the causes and symptoms of hypoxemia along with the treatment options. Advertisement Our body needs oxygen to carry out the functions like cellular respiration and energy metabolism which are essential for its survival. One is therefore most likely to experience distressing symptoms in event of a decrease in the levels of oxygen. The term ‘hypoxemia’ refers to a medical condition that is characterized by a decrease in the partial pressure of oxygen in the arterial blood (PaO2). PaO2 is measured in millimeters of mercury (mm Hg or Torr). It refers to the pressure exerted by oxygen in a mixture of other gases. Arterial Blood Gas (ABG) testing helps measure PaO2. Though these medical conditions are in some way related to reduction in the levels of oxygen in the body, these are distinct medical conditions. Here’s some information that will help you distinguish hypoxemia from the rest of the aforementioned conditions. What is Hypoxemia? This condition occurs when the pulmonary alveoli (microscopic sacs in lungs where exchange of oxygen and carbon dioxide takes place) are starved of oxygen. In this condition, a substantial decrease is observed in the levels of partial pressure of arterial oxygen. Under normal circumstances, partial pressure of oxygen in arterial blood should be within 95 to 100 mmHg. When the partial pressure of arterial oxygen in the blood falls below 80 mmHg, one is diagnosed with severe hypoxemia. Also referred to as oxygen desaturation, hypoxemia should not be confused with medical conditions such as anoxia, asphyxia, hypoxia or anemia. Hypoxemia refers to a condition that is characterized by low oxygen content and low partial pressure of oxygen in arterial blood. The term ‘hypoxia’ refers to the deficiency of oxygen in the body as a whole or in some specific part of the body. ‘Asphyxia’ is a condition that is characterized by the absence of oxygen along with the accumulation of carbon dioxide. ‘Anoxia’ refers to the absence of oxygen in the body tissues or in the arterial blood. This implies extremely low levels of oxygen in the body. ‘Anemia’ is another medical condition that is characterized by a decrease in the number of red blood cells or low levels of hemoglobin in the blood. While the oxygen content in the arterial blood is low in people who are anemic, the partial pressure of oxygen in the arterial blood doesn’t decrease. Arterial Oxygen Content The arterial oxygen content can be calculated with the help of the following equation: Arterial Oxygen Content = (Hgb x 1.36 x SaO2) + (0.0031 x PaO2) In the equation given above, Hgb stands for the hemoglobin, SaO2 is the percentage of hemoglobin saturated with oxygen and (PaO2) refers to the partial pressure of arterial oxygen. Symptoms The symptoms of hypoxemia will vary depending on the extent to which the partial pressure has fallen. Symptoms of Mild Hypoxemia Restlessness Anxiety Disorientation, confusion, lassitude, and listlessness Headaches Symptoms of Acute Hypoxemia Cyanosis (Skin appearing bluish due to insufficient oxygen) Cheyne-Stokes respiration (irregular pattern of breathing) Elevated blood pressure Apnea (temporary cessation of breathing) Tachycardia (increased rate of heartbeat, more than 100 per minute) Hypotension (abnormally low blood pressure, below 100 diastolic and 40 systolic. Here, as an effect of an initial increase in cardiac output and rapid decrease later.) Ventricular fibrillation (irregular and uncoordinated contractions of the ventricles) Asystole (severe form of cardiac arrest, heart stops beating) Polycythemia (abnormal increase in the number of red blood cells. The bone marrow may be stimulated to produce excessive RBCs in case of patients suffering from chronic hypoxemia) Coma Causes Hypoxemia is usually triggered off by respiratory disorders. Chronic obstructive pulmonary disease (COPD) Airway obstruction Acute respiratory distress syndrome Pneumonia Pneumothorax (collapsed lung) Emphysema Congenital heart defects Pulmonary embolism (blood clot in lungs) Pulmonary edema (fluid in lungs) High altitude ascension could also lead to low partial pressure of oxygen in the arterial blood. These are some of the conditions that could cause hypoxemia. Additionally, hypoxemia may also be caused as a result of one or a combination of the following Hypoventilation: This refers to a condition wherein the oxygen (PaO2) content in the blood decreases and a marked increase in the levels of carbon dioxide is observed. This lowered PaO2 content can cause hypoxemia. Low Inspired Oxygen: The FiO2 content in the blood is called the fraction of inspired oxygen in the blood. A decrease in this fraction of inspired oxygen may cause hypoxemia. Right to Left Shunt: A right-to-left shunt refers to a condition in which there is a transfer of blood from the right side of the heart to its left side. An opening between the atria, ventricles, or blood vessels can lead to this. Structural defect or a problem in a heart valve can also result in right to left shunt. Ventilation-Perfusion Mismatch: This is a condition in which an imbalance between the volume of gas expired by the alveoli (alveolar ventilation) and the pulmonary capillary blood flow is seen. This mismatch may cause hypoxemia. Diffusion Impairment: In this condition, a marked reduction is seen in the oxygen movement from the alveoli to capillaries. This restricted movement may trigger hypoxemia. More often than not, it is difficult to decide one single cause of hypoxemia in acute illnesses. It also becomes almost impossible to determine the extent of contribution of the causes of hypoxemia in such cases. Treatment Options Now that you have some idea about the circumstances under which one may develop hypoxemia, let’s move on to the treatment options for this pathological condition. Mechanical Ventilation: Mechanical ventilation is a mechanism by which it is possible to aid or substitute spontaneous breathing mechanically. Continuous Positive Airway Pressure (CPAP) refers to a type of device that forces a steady stream of air into the nasal passage. This flow is set at a pressure that can overcome obstructions, thereby preventing the airway from closing. The pressure to be maintained should be determined through careful observation. Supplemental Oxygen Therapy: In severe cases, it becomes essential to administer oxygen to the patient. Oxygen may be supplied through oxygen concentrators, cylinders or tanks. However, it is crucial to determine the precise levels of oxygen to be administered. Special care needs to be taken during supplemental oxygen therapy for infants. Supplemental oxygen therapy and CPAP are usually prescribed together as a treatment for hypoxemia. This is particularly effective for treating hypoxemia caused due to hypoventilation. Transfusion of Packed RBCs: Packed red blood cells refers to the concentrate of red blood cells obtained after the removal of plasma in the blood. Packed red blood cells can be transfused as a treatment option for patients suffering from hypoxemia. This is known to increase the oxygen-carrying capacity of the blood. Sufficient care should be taken during the blood transfusion to avoid infections. This form of treatment cannot be used in case of patients who develop polycythemia (which is characterized by abnormally high RBC count) as a result of chronic hypoxemia. Increasing Inspired Oxygen: This form of treatment is effective for hypoxemia that develops as a result of hypoventilation or due to the reduction in inspired oxygen. Since hypoxemia can be caused by serious medical conditions, it is extremely essential to identify the underlying cause. Treating the underlying condition can certainly help to bring back the partial pressure of oxygen in arterial blood to normal. Drug therapy, oxygen therapy and lifestyle modification can certainly help in normalizing the partial pressure of oxygen in arterial blood. Read more at Buzzle: http://www.buzzle.com/articles/hypoxemia-causes-symptoms-and-treatment.html

 
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Topic Seven

Topic 7: Creature Ecology and Global Climate Change

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You must complete Part I and Part II

Part I Creature Ecology

In your main response answer at least two of the following questions about your chosen species

My species is the coconut crab

Choose any two

1) What is its geographical range? In what type of ecosystem(s) does it live? In which biome?

2) What does it eat and what eats it? Is this species a predator or prey, or both? Producer, herbivore, carnivore, omnivore, scavenger or something else?

3) Is this species important to humans? Economically? Ecologically? Emotionally? Explain.

4) Are there any concerns related to the population size of this species? Has the population increased or decreased over the past 100 years? Which factors impacts the size of its population?

5) How do you think this species may be affected by global climate change? Explain your answer.

Part II Global Climate Change

One of your friends make one of the following statements (#1-5). Use what you have learned in the OLI modules in addition to as at least one other information source to respond to one of them.  Pick any one

1. “The last couple of winters have been so cold here in the US north east, global warming yeah right!”

2. “Meteorologists can’t even accurately predict the weather tomorrow, how can they predict that climate on earth will get warmer in the next few decades”

3. “There is no scientific consensus regarding human-caused global climate change. If scientists can’t even agree, why should we worry?”

4. “Climate on earth has been warming and cooling long before humans. The climate change we are seeing now is just a natural change and has nothing to do with human activities”

 

5. “Global climate change is caused by air pollutants that is damaging the ozone layer”

 
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Assignment 5: Conflict Resolution – Setting Ground Rules

Imagine a scenario in which you and a new partner are discussing testing for sexually transmitted infections. Devise a strategy for addressing this issue with your partner.  Write out a role-play conversation with your partner using the effective communication strategies discussed in this lesson.  Your script must be at least 650 words long.

Feeling creative? Write a script between people other than a “typical” heterosexual pair– instead, write about a same-sex pair, a pair where one or both people have significant disabilities, where there is a language difference, or a significant age difference.

 
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Homology Is Evidence

Question1 of 20
Homology is evidence of ______.
A. directional selection
B. convergent evolution
C. genetic drift
D. common ancestry
2 of 20
Which one of the following statements is true?
A. Natural selection works on non-heritable traits.
B. Natural selection works on variation already present in a population.
C. Individuals evolve through natural selection.
D. Organisms evolve structures that they need.
3 of 20
Natural selection results in ______.
A. increased genetic variation
B. offspring better adapted to a future environment
C. a decrease in the size of a population
D. offspring adapted to their current environment
4 of 20
Who believed in species change by passing acquired characteristics on to offspring?
A. Wallace
B. Mendel
C. Lamarck
D. Darwin
5 of 20
Which one of the following will prevent significant genetic drift?
A. Gene flow is absent.
B. The population size is large.
C. There is genetic variation.
D. Variation in a particular trait is heritable.
6 of 20
Which of these types of Galapagos species most influenced Darwin to develop the theory of species change by natural selection?
A. Goats
B. Reptiles
C. Small birds
D. Cacti
7 of 20
All of the alleles of all of the genes within a population make up that population’s ______.
A. genotype
B. heterozygosity
C. gene pool
D. gene flow
8 of 20
A small population of deer is introduced to an island. All the males have 11-13 points on their antlers. After several generations, if all males have 12 point antlers, this is due to
A. disruptive selection.
B. stabilizing selection.
C. directional selection.
D. bottleneck effect.
9 of 20
Two nearby populations, in which there is some movement of individuals between the populations, are an example of
A. gene flow.
B. disruptive selection.
C. genetic drift.
D. bottleneck effect.
10 of 20
Evidence which supports the theory of evolution is found in studies of
A. embryos.
B. biochemistry.
C. fossils.
D. All of the above.
11 of 20
Which of the following is an example of sexual selection?
A. Peahens choose to mate with peacocks that have the most beautiful tails.
B. Bacteria evolve resistance to antibiotics.
C. Sexual recombination occurs during meiosis.
D. Cheetahs experienced a population bottleneck.
12 of 20
The publication date of Darwin’s The Origin of Species was
A. 1809.
B. 1830.
C. 1869.
D. 1859.
13 of 20
Imagine a population of tree frogs in South America whose habitat has been reduced to the point where only 25 frogs survive. This is an example of
A. founder effect.
B. bottleneck effect.
C. genetic drift.
D. All of the above.
14 of 20
Homologous structures, such as a bat wing and whale flipper
A. are similar externally but have different basic structures and were probably not derived from a common ancestor.
B. are the result of pairs of chromosomes that are identical in bats and whales.
C. have the same underlying structure due to inheritance from a common ancestor.
D. are structures that did not develop in response to natural selection.
15 of 20
Which of the following is an example of directional selection?
A. The birth weight at which newborn humans are most likely to survive and the average weight of newborn humans are about the same.
B. There is an increase in antibiotic-resistant strains of bacteria.
C. Garter snakes with different coloration patterns behave differently when threatened.
D. A catastrophe wipes out nearly 99% of a population.
16 of 20
A small population of deer is introduced to an island. All the males have 11-13 points on their antlers. After several generations, if most males have antlers with 20 points, this is the result of
A. the founder effect.
B. stabilizing selection.
C. disruptive selection.
D. directional selection.
17 of 20
Darwin and Lamarck both realized that most species produce many more offspring than is necessary to maintain a constant population. What is the fate of the excess individuals?
A. Evolution kills them off.
B. They evolve to take advantage of natural resources.
C. The more favorable forms survive and reproduce, while the others do not.
D. They mutate and then are able to adapt to new environments.
18 of 20
Genetic drift results in a change in gene frequencies because
A. the population size is so small that chance occurrences can alter gene frequencies.
B. reproduction is non-random within the population.
C. the population has not yet stabilized.
D. the population is so large that natural selection has little noticeable effect.
19 of 20
Which of the following males in a given population would be considered the most fit in an evolutionary sense? One that produced
A. 1,000 offspring, of which 100 survived but 99 did not reproduce.
B. two offspring, both of which survived and produced offspring of their own.
C. 10 offspring, of which 10 survived, but nine did not reproduce.
D. 100 offspring of which 10 survived but nine did not reproduce.
20 of 20
While on the Beagle, Darwin was influenced by a book by Charles Lyell that suggested that Earth was ______ and sculpted by geologic processes that ______ .
A. old; continue
B. old; no longer occur
C. young; continue
D. young; no longer occur

 
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Asignment 1

Answer the following essay questions using the files attached.

1) Discuss how the problem description component of the evidence-based public health approach suggests hypotheses for the etiology of SIDS.

2) Discuss the types of evidence used to support the relationship between sleeping prone and SIDS, as well as the limitations of the evidence.

3) Discuss how the evidence-based recommendations incorporate potential benefits and harms.
4) Discuss how implementation and evaluation worked to establish sleeping on the back as a standard intervention to prevent SIDS.

5) Discuss how the continuing presence of the problem of SIDS has produced a new round of evidence-based public health approaches.

 
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Consent For “Non-Competent” Parties

The Law of Healthcare Administrat ion390

that conducts research involving human subjects must seek competent legal advice and adhere to special laws and regulations, which are beyond the scope of this text.25

Consent of a Spouse or Relative

Marriage or blood relationship alone does not entitle someone to consent to treatment on the patient’s behalf.26 Although information may be shared with family members in many cases, a spouse’s or relative’s consent to treat the patient is rarely sought. (The sharing of protected health information with persons involved in a patient’s care raises numerous legal issues. See the section on the Health Insurance Portability and Accountability Act in chapter 9 for a detailed discussion of this topic.)

In a few special circumstances, however, a spouse’s consent may be required, even if the patient is competent. Artificial insemination and sur- rogate motherhood are two such cases. The state statutes regulating these procedures often require that both the husband and wife consent voluntarily to artificial insemination involving a third party donor. Similarly, if a married woman agrees to be a surrogate mother, her husband must consent that he acknowledges he is not the father of the child to countermand the usual pre- sumption that a married man is the father of a child born to his wife.

On the other hand, if the patient’s health and welfare are at risk, the spouse’s consent need not be obtained, even if reproductive capacity will be affected adversely. An Oklahoma case held that the husband, who had not consented to his wife’s hysterectomy, had no cause of action for loss of consortium.27 The wife’s right to health is supreme, and her decision alone— based on the professional advice of her physician—overrules her husband’s wishes.

If the patient is not competent to consent and has not appointed an agent to act on his behalf, state law usually provides for a hierarchy of indi-

viduals who may make healthcare decisions for him (see Legal Decision Point). Florida law, for example, provides that the follow- ing persons in the patient’s life—and in this order of priority—may consent for the incompetent patient:

1. Judicially appointed guardian 2. Spouse

Legal Brief

Federal standards for human research are adminis- tered by the US Department of Health and Human Services Office for Human Research Protections (see http://www.hhs.gov/ohrp).

Legal Decision Point

What are your home state’s standards for the hierarchy of individuals who may consent for an incompetent patient? Perform some research in advance of class discussion.

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Chapter 11: Consent for Treatment and Withholding Consent 391

3. Adult child or, if more than one, a majority of the adult children 4. Parent 5. Adult sibling or, if more than one, a majority of the adult siblings 6. Adult relative who has care and concern for the patient 7. Close friend28

Withholding and discontinuing lifesaving treatment are discussed later in this chapter.

Life-or-Death Decisions A Competent Adult’s Refusal to Consent Recall that an emergency normally eliminates the need to obtain consent. Because preservation of life and prevention of permanent impairment are basic values in our society, when a patient is incapable of expressing consent and the healthcare surrogate is unavailable, the law presumes that consent would be given.

The legal situation is different when a competent adult patient refuses to consent to medical or surgical treatment. A patient’s refusal to consent must be honored, even if death will likely result, unless a compelling state interest (such as when minor children would suffer as a result) overrides the patient’s refusal. In other words, the personal right of self-determination normally trumps society’s interest in preserving life. A provider would incur civil and possibly criminal liability for rendering treatment in the face of a competent patient’s refusal. There are several leading cases to this effect.29

Moreover, the common-law right to refuse medical care—expressed while competent and proven by clear and convincing evidence—must be honored even if the patient later becomes incompetent. On such facts, a court should not order continuation of treatment, and the substituted judg- ment doctrine (discussed later) would not apply.30

“Assisted Death” Statutes The right to die does not normally encompass affirmative steps to end the patient’s life. “Active euthanasia” (aka “assisted suicide” or “assisted death”) is considered homicide in most states, but there has long been pressure to change the traditional rule.

For more than a century there has been debate about whether to allow physicians to assist terminally ill persons in ending their lives.31 The debate is complicated by various moral and ethical considerations, by the fact that physicians have surreptitiously assisted with euthanasia on occasion over the years, by recollections of the eugenics movement of the early 20th century (see discussion of Buck v. Bell in chapter 14), and by the public notoriety of

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ri gh ts r es er ve d. M ay n ot b e re pr od uc ed i n an y fo rm w it ho ut p er mi ss io n fr om t he p ub li sh er , ex ce pt f ai r us es p er mi tt ed

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The Law of Healthcare Administrat ion392

Doctor Jack Kevorkian in the 1990s (see Legal Brief).

Notwithstanding the highly intense emotions that surround the issue, laws enabling physicians to assist patients has- tening their own deaths were passed by voters in Oregon and Washington in 2004 and 2008, respectively. The California leg- islature passed a similar bill in 2015, and it was signed into law by the governor.32

Assisted suicide is legal in Montana per a court ruling, and legislation is being considered in several other states.

The legality of aiding a person to die has reached the US Supreme Court on at least three occasions. In two 1997 cases the court ruled unani-

mously that there is no constitutional right to have assistance in carrying out suicide and, therefore, that the states have the right to prohibit it if they wish.33 In 2006 the Court ruled that the federal govern- ment could not enforce the Controlled Substances Act against physicians who pre- scribe drugs for assisted suicide if the phy- sician’s actions comply with state law, thus implicitly ruling that states may also permit the practice if they choose to do so.34

The existing assisted death statutes are intended only for competent, termi- nally ill adults who are expected to have less than six months to live. Procedural safeguards are written into the laws—for example, requiring a second physician to concur in the opinion that the patient is competent—and patients are allowed to change their minds (see Legal Brief).

Nevertheless, many commentators express concerns about the laws. They raise questions about unscrupulous relatives who wish to hasten the patient’s demise, about the specter of “doctor shopping” to find physicians who will agree with the patient’s decision, and about the vulner- ability of poor people and undocumented immigrants. There are even questions

Legal Brief

Dr. Kevorkian was convicted of murder after record- ing himself actively killing a patient via lethal injection and allowing the recording to be shown on 60 Minutes. Excerpts of the 60 Minutes inter- view and related videos can be found on YouTube.

Legal Brief

At least four states—California, Montana, Oregon, and Vermont—allow physician-assisted suicide under certain limited conditions. For example, the Washington statute requires, among other things, that the patient

• be a competent adult; • be terminally ill with less than six months’ time

to live; • make a voluntary request; • be informed of all other options, including

palliative and hospice care; • obtain two independent persons to witness the

request; and • wait a certain period to receive lethal

medications.

In Montana, a state supreme court decision held that assisted suicide is not against public policy and that physicians may be shielded from prosecution if they indirectly aid in the deaths of “terminally ill, mentally competent adult patients” by prescribing a lethal dose of medication which the patients then self-administer. The decision falls short of establishing physician-assisted sui- cide as a right, and it seems to turn on the ques- tion of how direct the physician’s participation is beyond merely prescribing the medication.85

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Chapter 11: Consent for Treatment and Withholding Consent 393

about what to list as the immediate cause of death on death certificates and whether life insurance policies with suicide exclusion clauses would be pay- able. (The California law specifically states that insurance coverage may not be denied because of the individual’s decision to end his own life.)

Disability rights organizations and some religious groups have mounted strong opposition, but opinion polls tend to show that a majority of voters favor such laws. As one might imagine, this decades-old debate is likely to continue for years to come.

Incompetence Incompetence (non compos mentis) is a legal status, not a medical diagnosis, but this determination is best made on the basis of a physician’s professional judgment. The test is whether patients are capable of understanding their condition, the medical advice they have been given, and the consequences of refusing to consent.

Irrationality does not necessarily indicate incompetence. In one famous case, a 72-year-old man with extensive gangrene in both legs faced death within three weeks unless he agreed to have them amputated; with surgery, his chances of recovery were good. When he decided against sur- gery, the hospital petitioned the court for a determination of incompetence, appointment of a guardian, and permission to amputate and give other neces- sary treatment. The hospital argued that the man’s refusal was “an aberration from normal behavior” and that the refusal amounted to suicide. However, the court decided that even though the decision might seem irrational, the man was competent. The extensive surgery was unacceptable to him, and his right to privacy outweighed the state’s interest in preserving his life.35

A patient’s right to choose or to refuse treatment is based on com- mon law, the right of self-determination on which the doctrine of informed consent is grounded, and the right to privacy first enunciated in abortion decisions. (Statutory provisions are discussed later in this chapter.) This right is not unfettered, and the state is said to have four interests that may override the individual’s freedom to decide:

1. Preservation of life 2. Protection of innocent third parties 3. Preservation of the ethical integrity of the medical profession 4. Prevention of suicide

The interest most often asserted in overriding a patient’s objections and ordering treatment is the protection of third parties—usually minor children or a fetus. For example, in In re Application of the President and Directors of Georgetown College, Inc., despite a woman’s refusal on religious grounds, the court ordered her to receive a blood transfusion for the sake of

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The Law of Healthcare Administrat ion394

her seven-month-old child.36 The survival of dependent children, however, is not always sufficient to override the patient’s right of refusal. In another case, the court did not order a transfusion to save the life of a 34-year-old Jeho- vah’s Witness, even though he had two young children. The judge was con- vinced that adequate provision had been made for the children’s welfare.37

The state has sometimes been said to have an interest in “maintaining the ethical integrity of the medical profession.”38 This argument asserts that physicians should not be forced to give (or withhold) treatment against their medical judgment or to assist in suicide because doing so will expose them to possible criminal charges or malpractice suits. This alleged state interest, however, is no longer persuasive.39 Instead, the courts and legislatures have attempted to provide legal protection for physicians who agree to carry out their patients’ wishes. For example, according to the Natural Death Act (passed by a number of states), healthcare providers who comply with the law are immune from criminal prosecution or civil liability.

Courts have recognized that in some instances, withholding or with- drawing life-sustaining treatment is consistent with medical ethics:

It is perfectly apparent . . . that humane decisions against resuscitative or mainte-

nance therapy are frequently a recognized de facto response in the medical world

to the irreversible, terminal, pain-ridden patient, especially with familial consent.

. . . Physicians distinguish between curing the ill and comforting and easing the

dying. . . . Many of them have refused to inflict an undesired prolongation of the

process of dying on a patient in irreversible condition when it is clear that such

“therapy” offers neither human nor humane benefit.40

Many courts have held that, in itself, society’s interest in preserving life is not sufficient to prevent a competent adult from making her own deci- sions about treatment—at least if no third persons might be affected.41 The less hopeful the patient’s condition and the more intrusive the therapy, the weaker the state’s interest in preserving life. Even when the prognosis for recovery is good, the patient’s right is usually upheld.42

Because most courts have determined that forgoing medical treatment is not the equivalent of suicide but rather a decision to permit nature to take its course, the fourth interest of the state—prevention of suicide—is usually not persuasive in cases involving termination of treatment. However, the line between actively taking life—suicide or euthanasia—and letting nature take its course is not always clear. For example, an 85-year-old resident of a nursing home was suffering from multiple ailments and deteriorating health. Although the resident (a former college president) did not have a terminal illness, he was discouraged about his future and decided to hasten his death by fasting. A court found that the man was competent and had the right to

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Chapter 11: Consent for Treatment and Withholding Consent 395

refuse food and that the nursing home was neither obligated nor authorized to force-feed him. The man was permitted to die of starvation.43

By contrast, a 26-year-old woman who had been severely disabled by cerebral palsy since birth checked herself into the psychiatric unit of a hospital and demanded that she not be fed but given only medication to relieve her pain. Her intent was to starve herself to death. When the hospital sought to force-feed her, she petitioned the court for an injunction to prevent the hospital from doing so, asserting her constitutional right to privacy. The court refused to issue an injunction, finding that the patient was not ter- minally ill and that society had no duty to help her end her life. The court found that the state’s interests in preserving life, maintaining the integrity of the medical profession, and protecting third parties outweighed her right of self-determination because other patients might be adversely affected if they knew the hospital was helping a patient to die.44

Three years later, this woman’s health had so deteriorated that she was in constant pain and was hospitalized because she was unable to care for herself. After her physicians determined that she was not obtaining suf- ficient nutrition through spoon-feeding, a nasogastric tube was inserted despite her objections. A trial court denied the patient’s request to have the tube removed but was overruled by the appellate court, which held that the patient, who was still mentally competent, had a constitutional right of pri- vacy that included the right to refuse medical treatment. The court further ruled that the decision to refuse the tube feedings was not equivalent to suicide and that the patient’s motives were irrelevant.45

Consent Issues for Incompetent Adults

A patient may be unable to grant consent by reason of incompetence or other disability. A duly appointed guardian or healthcare surrogate can give valid consent based on the patient’s known wishes. This concept is relatively simple, but its application becomes complicated when the individual has never been competent to express his intent.46 Treatment decisions for these patients involve three questions that have troubled the courts and caregivers for decades:

1. Who should make the decision? 2. What standards should apply? 3. What procedures should be followed?

The first landmark case dealing with these types of consent issues was In re Quinlan.47 In 1975, 22-year-old Karen Quinlan sustained severe brain

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The Law of Healthcare Administrat ion396

damage, perhaps as a result of consuming alcohol or drugs. She was comatose and on a respirator and remained for several months in a persistent vegetative state (see Legal Brief). When the hopelessness of the situation eventually became apparent, Karen’s parents asked that her life support system be disconnected. Her physicians and the hospital refused, and her father filed suit to be appointed his daughter’s guardian and to have the court authorize the withdrawal of the respirator. (The expression “pull the plug” is sometimes used in these cases, but it hardly does jus- tice to the legal, medical, and emotional issues involved.)

All parties stipulated that Karen was incompetent and that she was not dead by either the classical medical definition of death (cessation of circula- tion and respiration) or the definition of brain death (permanent cessation of all brain functions, including those of the brain stem; see Legal Brief). At the time, New Jersey did not have a statutory definition of death, and there were no judicial decisions on the concept of brain death, although Karen would not have met the criteria for death—no matter how it would have been measured.

The trial court denied Mr. Quinlan’s requests for guardianship and termination of the respirator.48 On appeal, the New Jersey Supreme Court held that Mr. Quinlan was entitled to be appointed guardian of his daughter, could select a physician of his choice to care for her, and could participate with this physician and the hospital’s medical ethics committee in a decision to withdraw the respirator. The legal basis for the decision was the patient’s right of privacy, which gave her (through her guardian) the right to decline treatment.

The court went on to rule that when a patient is incompetent and cannot express her wishes, the guardian may use the substituted judgment doctrine—that is, the guardian must determine what the patient herself would decide under the

Legal Brief

Persistent vegetative state (PVS) is a condition in which the patient is alive and appears to be awake but has no detectable awareness. It is a permanent organic brain syndrome resulting from prolonged anoxia (lack of oxygen to the brain) and character- ized by the absence of higher mental functions such as thought, reason, and emotion. The PVS patient is incapable of performing voluntary acts and responds only reflexively to external stimuli. There is some controversy about whether the con- dition is reversible, but no case of recovery from PVS has been documented.

Legal Brief

Physicians have no legal or ethical duty to treat a dead body. Seemingly obvious, this rule becomes relevant when determining the point at which a person is dead and life support systems may be disconnected. The common law defined death as the “cessation of life,” which is not a particularly helpful standard. Until the 1970s, death meant the cessation of respiration and circulation. With the use of mechanical respirators and other devices, however, respiration and circulation can often be continued indefinitely. For this reason, most states have adopted brain death—the complete cessa- tion of all functions of the entire brain, including the brain stem—as the legal standard for diagnos- ing death.

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Chapter 11: Consent for Treatment and Withholding Consent 397

circumstances, not necessarily what the guardian thinks is in the patient’s best interests or what the guardian would want for himself. To guard against possible abuse, the court required the guardian and the attending physicians to consult with a hospital ethics committee, which would review the medical evidence and render an opinion about the probability that the patient would emerge from her chronic vegetative state.

In summary, the court held that if Mr. Quinlan, the attending physi- cians, and the hospital’s ethics committee concurred, Karen’s life support system could be withdrawn without incurring civil or criminal liability, the fear of which was the reason for the physicians’ refusal. Having received the judicial imprimatur they were seeking and the ethics committee’s approval, the physicians weaned Karen from the respirator; however, she unexpect- edly continued to breathe on her own. For the next nine years, she received antibiotics to ward off infection and was fed a high-calorie diet through a nasogastric tube. She died in 1985.

Other courts have followed Quinlan and adopted the substituted judgment standard. Superintendent of Belchertown State School v. Saikewicz applied it in the case of a 67-year-old man (Saikewicz) who had always been profoundly mentally retarded (he had an IQ of 10 and a mental age of less than 3). He was suffering from an acute form of leukemia for which che- motherapy was the indicated treatment. The state institution where he lived petitioned the court for appointment of a personal guardian and of a guard- ian ad litem (for the litigation) to decide what treatment he should receive.

His illness was incurable, and without chemotherapy he would die a relatively painless death within weeks or months. With chemotherapy, he had a 30 to 40 percent chance of remission (abatement of symptoms), but if remission occurred it would last for only 2–13 months. The chemotherapy would not cure the illness and was expected to cause serious and painful side effects. The guardian ad litem thought that withholding treatment would be in the patient’s best interests; he stated:

If [Saikewicz] is treated with toxic drugs he will be involuntarily immersed in a

state of painful suffering, the reason for which he will never understand. Patients

who request treatment know the risks involved and can appreciate the painful side

effects when [those side effects] arrive. They know the reason for the pain and their

hope makes it tolerable.49

The probate judge weighed the factors for and against chemotherapy and concluded that treatment should be withheld. Weighing in favor of treat- ment were the facts that most people would elect chemotherapy and that chemotherapy would offer the patient a chance for a longer life. Weighing against treatment were the patient’s age, the probable side effects, the slim

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The Law of Healthcare Administrat ion398

chance of remission versus the certainty that the treatment would cause suf- fering, the patient’s inability to cooperate with those administering the treat- ment, and the patient’s quality of life if the treatment was successful.

Adopting the Quinlan standard, the appellate court approved of the probate judge’s decision, convinced that it “was based on a regard for [Saike- wicz’s] actual interests and preferences” and was supported by the facts of the case. However, the court rejected any analysis that would equate quality of life with the value of a life. It interpreted the judge’s reference to “qual- ity of life” “as a reference to the continuing state of pain and disorientation precipitated by the chemotherapy treatment.”50

Cases involving people who, like Saikewicz, have never been compe- tent and have never been able to express their intentions demonstrate that the substituted judgment doctrine is pure fiction. Surrogate decision makers cannot possibly know what such a patient’s “actual interests and preferences” would be. The guardians may be well intentioned and may actually make decisions in the patient’s best interests, but any such decisions are subjective and—consciously or not—are based on the values, biases, and experiences of the proxy decision makers (see Legal Brief).

In the years immediately following Quinlan, numerous cases addressed the questions of who could make decisions for incompetent patients and whether the courts must be involved in all cases. The Quinlan court believed that routine involvement by the courts would be “impossibly cumbersome,” and most other courts have agreed. Of course, when the patient has no fam- ily or guardian, or when family members disagree about what action to take, the courts are proper forums for resolving the matter. The courts have also become involved when the views of the family members conflict with those of the healthcare providers. One such case, Cruzan v. Director, Missouri Depart- ment of Health,51 was the occasion for the US Supreme Court’s first—and, to date, only—decision regarding termination of medical treatment for incom- petent patients.

The case revolves around Nancy Cruzan, a young woman who lay in PVS at a state hospital as a result of the injuries she suffered in an automobile acci- dent. Although she could breathe without assistance, she had to receive nutrition and hydration through artificial means. Realiz- ing over time that she would never regain her mental faculties, her parents asked officials at the hospital to remove her feed- ing tube and allow her to die. When the hospital refused, the parents filed suit to compel termination of the treatment. At trial, evidence was presented that Nancy

Legal Brief

The viewpoint that guardians’ decisions are influenced by their own beliefs was recognized in another New Jersey case, Matter of Conroy, decided the year Karen Quinlan died (1985). The court stated that determining the patients’ wishes is impossible and that it is “naïve to pretend that the right to self-determination serves as the basis for substituted decision-making.”86

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Chapter 11: Consent for Treatment and Withholding Consent 399

had “expressed thoughts at age twenty-five in somewhat serious conversa- tions with a housemate friend that if sick or injured she would not wish to continue her life unless she could live at least ‘half-way normally.’”52 On the basis of this evidence, the trial court ordered in favor of the parents.

The state appealed, and the Missouri Supreme Court reversed the trial court’s findings. Although it recognized the right to refuse treatment on the basis of the common-law doctrine of informed consent, the Missouri Supreme Court held that the state had a strong public policy favoring life over death and that evidence of an individual’s wishes regarding termination of treatment must be “clear and convincing.” The court found that Nancy’s “somewhat serious conversation” was not sufficient to meet this standard. On certiorari, the Missouri Supreme Court’s decision was affirmed on nar- row grounds, with the US Supreme Court holding that nothing in the US Constitution “prohibits Missouri from choosing the rule of decision which it did.” The opinion reads, in part, as follows:

The choice between life and death is a deeply personal decision of obvious and

overwhelming finality. We believe Missouri may legitimately seek to safeguard the

personal element of this choice through the imposition of heightened evidentiary

requirements. It cannot be disputed that the Due Process Clause protects an inter-

est in life as well as interest in refusing life-sustaining medical treatment. Not all

incompetent patients will have loved ones available to serve as surrogate decision

makers. And even where family members are present, “[t]here will, of course, be

some unfortunate situations in which family members will not act to protect a

patient.” A State is entitled to guard against potential abuses in such situations.

Similarly, a State is entitled to consider that a judicial proceeding to make a deter-

mination regarding an incompetent’s wishes may very well not be an adversarial

one, with the added guarantee of accurate fact finding that the adversary process

brings with it. Finally, we think a State may properly decline to make judgments

about the “quality” of life that a particular individual may enjoy, and simply assert

an unqualified interest in the preservation of human life to be weighed against the

constitutionally protected interests of the individual.

In our view, Missouri has permissibly sought to advance these interests

through the adoption of a “clear and convincing” standard of proof to govern such

proceedings.53

Following this decision, Cruzan returned to the trial court, where the judge—after hearing additional testimony—ruled that the evidence was clear and convincing and thus Nancy’s artificial nutrition and hydration could be withdrawn. The state’s attorney general declined to appeal, the treatment was terminated, and Nancy died in a matter of days (see Law in Action on next page).

No other state has a clear-and-convincing standard of proof, and thankfully most of these difficult, heartrending decisions today are made by

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The Law of Healthcare Administrat ion400

physicians and family members without judicial intervention. One notable excep- tion is the tragic, much publicized, and highly politicized case of Terri Schiavo.

Terri, a 26-year-old woman from St. Petersburg, Florida, suffered a cardiac arrest of undetermined cause on February 25, 1990. Emergency personnel took her to a local hospital, where she was venti- lated and given a tracheotomy but never regained consciousness. A PVS patient, she survived on nutrition provided through a feeding tube, received continuous nursing home care, and had no reasonable likeli- hood of recovery.

In 1998, Terri’s husband and guardian Michael petitioned to be allowed to terminate her life support procedures, but her parents opposed this decision. Years of contentious litigation followed, including 13 Florida appellate court deci- sions and five orders by the US Supreme

Court (each of which denied certiorari). On October 15, 2003, the feed- ing tube was removed, but six days later the Florida legislature passed what came to be known as “Terri’s Law”—a single-purpose, politically motivated statute intended to permit Governor Jeb Bush to order reinsertion of the feeding tube. Amid considerable media and public interest, the tube was sub- sequently reinserted. After more legal maneuvering (Terri’s parents opposed her husband’s decisions at every turn), the Florida Supreme Court unani- mously held Terri’s Law to be unconstitutional.

The case returned to the lower courts for more procedural squabbling, more efforts by conservative Republicans and others to overturn the judicial decision, and even an attempt by Congress to hold hearings and thus delay the outcome (see Legal Brief). In the end, the trial court’s order to discontinue artificial nutrition and hydration stood, and on March 31, 2005— more than 15 years after she collapsed into unconsciousness—Terri died. Thus concluded one of the longest, saddest, and most contentious right-to-die cases ever.

Law in Action

Nancy Cruzan’s artificial feeding was discontinued in mid-December 1990. Fifteen members of Opera- tion Rescue (an antieuthanasia group), including a nurse, appeared at the hospital to reinsert the feeding tube, but they were arrested. Nancy died on December 26, 1990, more than seven years after her auto accident.

The Cruzan family’s chief antagonist through- out the ordeal was Missouri Attorney General William L. Webster. He was nominated to run for governor in 1992, but his campaign was marked by allegations of corruption and he lost the elec- tion. The following year, Webster pleaded guilty to embezzlement charges stemming from his han- dling of a workers’ compensation fund while he was attorney general. He was sentenced to two years in prison.

Nancy’s father, depressed and apparently overwhelmed by grief, took his own life in 1996.

Legal Brief

The Florida Supreme Court’s decision is provided at some length in The Court Decides: Bush v. Schi- avo at the end of this chapter, not only because it ended the legal phase of this family’s long mis- fortune but also because of the insights it offers on the separation of powers in the US system of government.

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Chapter 11: Consent for Treatment and Withholding Consent 401

Consent Issues for Minors

As previously noted, an emergency involves an immediate threat to life or health that would cause permanent injury or death if treatment were delayed, so express consent is not necessary. The medical advisability of treatment in itself does not create an emergency if a delay to obtain consent would not permanently harm the patient. When the patient is a minor, physicians and hospital staff should normally make a reasonable effort to reach the parents (or the person standing in a parental relationship) if they have an opportunity to do so. If they decide to treat the minor without the parents’ consent, the medical emergency should be documented and supported by professional consultation.

Though more than a century old, the case of Luka v. Lowrie is most illustrative of a situation involving consent for treatment of a minor.54 A 15-year-old Michigan boy was hit by a train, and his left foot was “mangled and crushed.” He was taken to a hospital and within a few minutes lapsed into unconsciousness. Five physicians examined him and decided that to save his life they would have to amputate his foot. Dr. Lowrie, one of the defendants, inquired about the parents’ or other relatives’ whereabouts. On learning that no one was available, and seeing the emergent nature of the situation, “the foot was amputated and the patient recovered.”

In the subsequent malpractice suit, the patient claimed “that his foot should not have been amputated at all, and particularly that it should not have been amputated without first obtaining his consent or the consent of his parents, who went to the hospital as soon as possible after learning of the accident.”55

The trial court heard testimony from the plaintiff ’s experts, who testi- fied that it was possible the foot might have been saved without amputation. On cross-examination, however, they all agreed “that the proper course for a surgeon to pursue . . . is to consult with another or others, and then exercise the best judgment and skill of which he is capable.”56 Because Dr. Lowrie had consulted amid the emergency with four “house surgeons”—all of whom agreed with his opinion that immediate amputation was necessary—the trial court directed a verdict for the defendants, and the Supreme Court of Michi- gan affirmed:

The fact that surgeons are called upon daily, in all our large cities, to operate

instantly in emergency cases in order that life may be preserved, should be con-

sidered. Many small children are injured upon the streets in large cities. To hold

that a surgeon must wait until perhaps he may be able to secure the consent of

the parents before giving to the injured one the benefit of his skill and learning, to

the end that life may be preserved, would, we believe, result in the loss of many

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The Law of Healthcare Administrat ion402

lives which might otherwise be saved. It is not to be presumed that competent

surgeons will wantonly operate, nor that they will fail to obtain the consent of

parents to operations where such consent may be reasonably obtained in view of

the exigency. Their work, however, is highly humane and very largely charitable

in character, and no rule should be announced which would tend in the slightest

degree to deprive sufferers of the benefit of their services.57

Age of Majority Proper consent for the treatment of minors in cases of nonemergency requires that physicians and hospital personnel first determine the age of majority in their jurisdiction. Under early common law, the age of majority was 21 years but in most states is now 18. (Majority is reached the day before the patient’s birth- day.) In many jurisdictions, married persons are considered adults—regardless of age—and parents who are minors may consent to the treatment of their chil- dren. The statutory and case law of each jurisdiction must be consulted to deter- mine the age and circumstances necessary to have legal permission to consent. Hospitals should have clear policies outlining the age of majority for their states.

Emancipated Minors Most states have statutes that provide for the emancipation of minors from the “disability of age.” California, for example, provides the following:

A person under the age of 18 years is an emancipated minor if any of the following

conditions is satisfied:

(a) The person has entered into a valid marriage, whether or not the marriage

has been dissolved.

(b) The person is on active duty with the armed forces of the United States.

(c) The person has received a declaration of emancipation pursuant to [another

provision of the California Family Code].58

California also has a provision specifically allowing minors to consent to their own medical or dental care if they are aged 15 or older, are living apart from their parents, and are managing their own financial affairs.59

Mature Minors A common-law doctrine at work in a few states allows mature minors to con- sent to medical procedures on their own initiative. For example, the Supreme Court of Tennessee adopted the “mature minor exception” to the parental consent requirement in the case of a patient who was nearly 18 years old at the time she sought treatment. The court wrote as follows:

Whether a minor has the capacity to consent to medical treatment depends

upon the age, ability, experience, education, training, and degree of maturity or

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Chapter 11: Consent for Treatment and Withholding Consent 403

judgment obtained by the minor, as well as upon the conduct and demeanor of

the minor at the time of the incident involved. Moreover, the totality of the circum-

stances, the nature of the treatment and its risks or probable consequences, and

the minor’s ability to appreciate the risks and consequences are to be considered.

Guided by the presumptions in the Rule of Sevens, these are questions of fact for

the jury to decide.

In our opinion, adoption of the mature minor exception to the general com-

mon law rule [requiring parental consent] would be wholly consistent with the

existing statutory and tort law in this State as part of “the normal course of the

growth and development of the law.” Accordingly, we hold that the mature minor

exception is part of the common law of Tennessee. Its application is a question of

fact for the jury to determine whether the minor has the capacity to consent to and

appreciate the nature, the risks, and the consequences of the medical treatment

involved.60

The basis for the common-law rule that a parent’s consent is necessary is the belief that minors are incapable, by reason of their youth, of under- standing the nature and consequences of their own acts and must therefore be protected from the folly of their decisions. In terms of intelligence and insight, however, there is nothing magical about age 18 or 21—or 57, for that matter. Research reveals no judicial decisions that hold a physician or a hospital liable for treatment of a mature minor without the parents’ consent when the treatment was beneficial. Thus, public policy and common sense permit mature minors—depending on the circumstances—to consent to some health services.

Physicians and hospitals should encourage minors to involve their parents in medical decision making, but necessary medical treatment should never be withheld from a mature and knowledgeable minor solely because parental consent has not been obtained. Damages for failure to treat might be far greater than damages for treatment without consent. Accordingly, providers of medical care should develop guidelines for the treatment of minors based on local law, recognized standards of clinical care, and common sense. State- ments of professional associations may be helpful in drafting these policy guidelines (see Legal Brief).

Infants and Young Minors In situations involving young minors, parental consent is clearly necessary (except in emergencies), and occasionally the ques- tion arises whether both parents must

Legal Brief

The American Medical Association’s Code of Medi- cal Ethics, Opinion 5.055, “Confidential Care for Minors,” states in part that “where the law does not require otherwise, physicians should permit a competent minor to consent to medical care and should not notify parents without the patient’s consent. Depending on the seriousness of the decision, competence may be evaluated by physi- cians for most minors.”

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The Law of Healthcare Administrat ion404

consent. Normally, the consent of either parent is sufficient, but if the parents are divorced or voluntarily separated, the consent of the custodial parent is preferred. Individuals who have temporary custody of a minor child, whether a relative or not, are not by that fact alone authorized to give consent. Baby- sitters, therefore, have no authority to consent unless given specific authority by the minor’s parent. When they are to be away from their children for a significant length of time, prudent parents notify their regular caregivers and give the temporary custodians written authorization. Some states have stat- utes addressing this situation.

Refusal of Consent for Treatment of Minors If the parent or guardian consents to treatment but a mature minor refuses, the physician and the hospital should not proceed; if mature minors are capable of giving consent, they are also capable of refusing and should be treated as adults. If the tables are turned—the mature minor consents, but the parents refuse—the minor’s wishes should still trump the parents’. In both situations, an effort should first be made to resolve the conflict. (Disre- garding the interests of a nonpatient involves less legal risk than disregarding the interests of a patient, especially if the treatment is relatively routine.)

If the parent refuses to consent to treatment of a minor who is inca- pable of expressing consent, the situation poses greater practical, ethical, and legal difficulties, especially when serious consequences attend the decision. If the patient’s condition is too serious to delay treatment until a court order is obtained, the physician and the hospital should proceed with treatment despite parental objections. In situations in which life or health is at stake, humanitarian action to save life is preferable to inaction that may cause death (even if technically the parents may have a viable cause of action). In most of these situations, parents filing suit would be able to receive only small dam- ages, if any. Defense attorneys have a stronger argument if their client tried to save a life rather than stood by passively and watched a child suffer and die.

If clinical judgment favors treatment but the patient’s condition will not be seriously harmed by a delay, and if no parental consent is forthcoming, the physician or the hospital should seek a court order. The delay may not be long; it will depend on local procedure and on the working relations that the medical personnel and attorneys have developed with the court. Judges have been known to act quickly and at all hours when necessary.

Under the early common law, parents’ refusal to consent was not considered neglect and courts had little power to order medical care for a minor over the parents’ objections. All states now have statutes granting the appropriate court jurisdiction to protect the interests of dependent and neglected children. These protective statutes differ, but in general the state, a social agency, a hospital, a physician, and even relatives of a neglected child

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Chapter 11: Consent for Treatment and Withholding Consent 405

may petition the court for an order to remove the child from the parents’ custody and assign a court-appointed guardian. Most of these statutes also require that suspected child neglect or abuse be reported to the appropriate authorities. Thus, the physician and hospital have an affirmative duty toward a child who needs medical care.

These statutes are a valid exercise of the state’s power to protect the general health and welfare of society. Hence, they are constitutional, even when their application conflicts with or violates the parents’ religious beliefs. In State v. Perricone,61 the New Jersey Supreme Court affirmed a trial court’s order that a blood transfusion be performed on an infant child whose par- ents were Jehovah’s Witnesses. With respect to the constitutional issue of the parents’ religious freedom, the court said that

the [First] Amendment embraces two concepts—freedom to believe and freedom

to act. The first is absolute, but, in the nature of things, the second cannot be. The

right to practice religion freely does not include the liberty to expose . . . a child

. . . to ill health or death. Parents may be free to become martyrs themselves. But

it does not follow they are free, in identical circumstances, to make martyrs of their

children before they have reached the age of full and legal discretion when they

can make that choice for themselves.62

Decisions in these types of cases turn on whether parental refusal to consent to medical care for a child fits the state’s definition of child neglect. Other factors include the medical condition of the child, whether an emer- gency is present, the probable outcome if treatment is withheld, the child’s age, whether the child’s wishes have been considered (even though he is a minor), and the basis for parental refusal. Even in states whose statutes do not explicitly consider refusal to consent as child neglect, most courts have readily found it to be so and have upheld orders for treatment. In Jefferson v. Griffin Spalding County Hospital Authority, statutory protection was even extended to an unborn child; overriding the religious objections of the preg- nant woman, the court transferred custody to the state, and a cesarean sec- tion was ordered to save the child’s life.63

Disabled Newborns Infants are in the same legal position as other immature minors: The parents are authorized to consent or withhold consent to treatment as long as they are competent to do so and their actions do not constitute neglect of their child. However, modern technology is keeping alive newborn infants who, just a few years ago, would not have survived because of low birth weight or severe birth defects. Decisions to administer or withhold treatment for these newborns can be extremely difficult. Whether a decision to withhold or

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The Law of Healthcare Administrat ion406

withdraw treatment constitutes neglect or is medically, ethically, and legally sound is not always clear. Furthermore, the same questions that arise for incompetent adults arise for infants: Who should make such decisions, and what standards should prevail?

If treatment is available that would clearly benefit an ill newborn—par- ticularly if such treatment is necessary to save the child’s life or prevent seri- ous, permanent consequences—those providing medical care should respond to the parents’ refusal in the manner suggested in the previous section. If time permits, a court order should be sought; if it does not, the child should be treated despite the parents’ objections. A third alternative is to render sufficient treatment to keep the child alive, pending judicial decisions about future treatment.

Infants with terminal illnesses or those in PVS have the same rights as incompetent adults with such conditions. Ordinarily, the parents or guardians may have treatment withheld or discontinued if further treatment would be clearly futile or inhumane. In re L.H.R. involved a terminally ill infant who was in PVS, and the court found that a life support system was prolonging the dying process rather than the infant’s life.64 The court ruled that the right of a terminally ill person to refuse treatment was not lost because of incompetence or youth. The parent or legal guardian could exercise the right on the child’s behalf after the attending physician’s diagnosis and prognosis were confirmed by two other physicians who had no interest in the outcome. The court did not require review by either an ethics committee or a court.65

Newborns with serious birth defects or extremely low birth weight raise more difficult issues. For example, the proposed treatment may be ben- eficial, even lifesaving, but will leave the infant with a disability. The disability might be caused by the treatment itself (e.g., blindness from the adminis- tration of oxygen), or it might result from an existing condition, such as Down syndrome or spina bifida. In other cases, the proposed therapy might be neither clearly beneficial nor clearly futile: The child might survive with therapy but has only a dim chance of living a long life and likely will suffer. In making these difficult decisions, parents or other surrogates must be fully informed of the medical alternatives and the prognosis, and all means must be used to ensure that such children are protected from decisions that are clearly contrary to their best interests.

The well-publicized case of Baby Doe focused national attention on the manner of deciding whether to treat seriously ill newborns.66 In 1982, a boy was born in Indiana with Down syndrome and a surgically correctable condition that prevented him from eating normally. His parents discussed his care with attending physicians and decided not to consent to the correc- tive surgery. Food and water were also to be withheld. Following a petition alleging neglect, a hearing was held within days. The probate court found that his parents were not neglectful but had made a reasonable choice among

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Chapter 11: Consent for Treatment and Withholding Consent 407

acceptable medical alternatives. Before an attempted appeal could be pro- cessed, Baby Doe died. Thereafter, the parents’ decision was widely criticized as being against the best interests of the child.

Another notorious case involved Baby Jane Doe (see chapter 9).67 The infant was born in 1983 with spina bifida and other serious disorders. Surgery is the usual corrective treatment in such cases, but her parents—after lengthy consultation with neurological experts, nurses, religious counselors, and a social worker—chose to forgo surgery and adopt a more conservative course of treatment. When this decision was challenged in court, physicians testified during the hearing that the parents’ choice was “well within accepted medical standards.” The trial court opined that the child was being deprived of ade- quate medical care and that her life was in “imminent danger,” but an appel- late court reversed the decision. According to the higher court, the record contained no evidence supporting the lower court’s finding; instead, the two physicians who testified had agreed “that the parents’ choice of a course of conservative treatment, instead of surgery, was well within accepted medical standards and that there was no medical reason to disturb the parents’ deci- sion.” The appellate court concluded, “This not a case where an infant is being deprived of medical treatment to achieve a quick and supposedly mer- ciful death. Rather, it is a situation where the parents have chosen one course of appropriate medical treatment over another” (see Legal Decision Point).68

Cases such as these created a great deal of discussion and legislative activity for a number of years. For example, the federal Child Abuse Treatment and Prevention Act now provides that a state may receive federal grant money only after it establishes procedures and programs for responding to reports of medical neglect, including reports of withholding medically indicated treat- ment for disabled infants with life-threatening illnesses. The act defines with- holding as “the failure to respond to the infant’s life-threatening conditions by providing treatment (including appropriate nutrition, hydration, and medica- tion) which, in the treating physician’s (or physicians’) reasonable medical judgment, will be most likely to be effective in ameliorating or correcting all such conditions.”69 Exceptions are allowed if the infant is irreversibly comatose and if the treatment would merely delay death; would not correct all of the life-threatening conditions or would otherwise do nothing to help save the child’s life; or would be futile and, under the circumstances, inhu- mane.70 Various states have also passed laws covering medical treatment for newborns and other children.

Decisions concerning treatment for seriously ill newborns are clearly no longer

Legal Decision Point

The Baby Jane Doe case was decided in large part on the basis of medical opinion that the parents’ decision to refuse treatment was medically accept- able. Are such decisions ones for medical experts to make? What other disciplines are relevant? What makes a decision “medically acceptable”? Is a medically acceptable decision necessarily a mor- ally acceptable one?

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The Law of Healthcare Administrat ion408

immune from public scrutiny. Hospitals, physicians, and parents have posi- tive duties to act in a child’s best interests. In the past, hospitals or physicians could look the other way if a parent refused consent for necessary care; today, the law imposes a duty to act. As in the case of incompetent adults, hospitals must consult with their attorneys to ascertain the applicable state and federal laws and develop procedures for complying with those laws.

Legislation and Protocols on End-of-Life Issues Brain Death As medical science advanced in the 1960s and 1970s, decisions at the end of life presented some vexing legal and ethical questions. One of the first was how to define death, given that respirators are able to keep a body “alive” even after the brain ceases to function. Legislatures responded by adopting some version of the Uniform Determination of Death Act (UDDA), which provides that “an individual who has sustained either (1) irreversible cessa- tion of circulatory and respiratory functions, or (2) irreversible cessation of all functions of the entire brain, including the brain stem, is dead. A determina- tion of death must be made in accordance with accepted medical standards.”71

“Uniform” laws are model statutes proposed by the Uniform Law Commission for adoption by state legislatures. The UDDA definition has now been adopted in one form or another in virtually every state, either by statute, regulation, or judicial decision.

Advance Directives Next came cases such as Quinlan and Cruzan, in which the patient was clearly alive but was in a persistent coma (or even a state of seeming wakeful- ness) but subsisted on artificial means of life support. Legislatures enacted “natural death” acts and “living will” statutes aimed at allowing terminally ill patients to die with dignity. These laws’ approaches to the issue and the types of cases they cover vary from state to state, but they offer guidance and some measure of protection to those who face troubling end-of-life situations.

California was the first to pass such a statute. It provided that com- petent adults could execute a directive—commonly called a living will—to instruct their physician to withhold or withdraw certain life-sustaining proce- dures in the event of a terminal illness. The law was intended to be a model on which other states could base their own statutes, but soon the courts discovered that the lawmakers had not anticipated the many difficult situa- tions that the living will documents did not address. For example, because the California statute contemplated only terminal illness, living wills provided no succor for individuals such as Karen Quinlan or Nancy Cruzan, whose conditions were not terminal but for whom medical technology was not therapeutic. Living wills also did not assist persons who failed to sign them.

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Chapter 11: Consent for Treatment and Withholding Consent 409

To remedy some of the shortcomings of the living will laws, many states developed durable power of attorney (DPOA) statutes allowing indi- viduals to designate a proxy who will make healthcare decisions for them if they become incompetent (see Legal Brief). The proxy’s decisions are as valid as the decisions the patient would have made had she been competent. On behalf of the patient, and applying the substituted judgment doctrine discussed earlier, a proxy can consent to or refuse treatments as though the patient were doing so herself. Physicians who rely in good faith on the deci- sions of the proxy are provided immunity from civil and criminal liability and professional disciplinary action.72

The DPOA laws resolved some of the shortcomings of living wills, but they still required people to take affirmative action to sign the DPOA document and varied from state to state. In the early 1990s, a statutory framework called the Uniform Health-Care Decisions Act (UHCDA) was proposed by the National Conference of Commissioners on Uniform State Laws and backed by the American Bar Association. Adopted by a number of states, this model statute

• affirms an individual’s right to decline life-sustaining treatment; • lets the principal designate an agent to make decisions the principal

would make if he were competent; • is flexible enough to allow the principal to give instructions as broadly

or as narrowly as she may choose; • permits designated surrogates, family members, or close friends to

make decisions if no agent or guardian has been appointed; • allows states to replace their various pieces of legislation with one

statute; • provides an easily understood model form to simplify the directive

process; • requires healthcare providers to comply with the patient’s or agent’s

instructions; and • lays out a dispute resolution

process to be used in the event of disagreements.

A sample UHCDA-model advance direc- tive form is shown in appendix 11.1.

Death with Dignity Laws In addition to living wills and durable powers of attorney as tools to assist in end-of-life situations, six states now allow

Legal Brief

A regular power of attorney gives an agent the authority to act on behalf of a principal, but it ceases to be effective in the event of the principal’s death or disability. A durable power of attorney (either for financial or healthcare affairs) is effec- tive as long as the principal is alive, even if she is incapacitated.

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The Law of Healthcare Administrat ion410

physicians to aid competent, terminally ill patients to end their own lives (see Legal Brief). Oregon’s statute was the first of such laws, and it serves as a model for others.73

Under the Oregon law, a compe- tent adult resident of the state who has been diagnosed with a terminal illness that will lead to death within six months may request a licensed physician (doctor of medicine or doctor of osteopathy) to prescribe medications to end life. If certain

procedural safeguards are met—such as a second physician confirming that the patient meets statutory criteria—the individual may self-administer the medications (usually barbiturates). According to the state’s department of health, in the 17 years since the law was enacted, 1,545 people have been provided with prescriptions written for life-ending medications and 991 patients have died from ingesting them.74

The Oregon law was opposed by “right to life” groups, conservative members of Congress, and the George W. Bush administration. The issue went to court in 2001 after Attorney General John Ashcroft attempted to investigate and prosecute physicians who prescribed controlled drugs to help terminally ill patients die. The statute was upheld by the trial court, which ruled that the US Department of Justice lacked authority to overturn a state law. The Ninth Circuit agreed, and the case then headed to the US Supreme Court.

On January 17, 2006, Justice Anthony Kennedy delivered the Supreme Court’s decision affirming the lower courts.75 In his opinion, Ken- nedy ruled that although the attorney general has rulemaking power under the Controlled Substances Act (CSA), “he is not authorized to make a rule declaring illegitimate a medical standard for care and treatment of patients that is specifically authorized under state law.”76 Kennedy added, “The authority claimed by the Attorney General is both beyond his expertise and incongruous with the statutory purposes and design [of the CSA].”77 Thus the court deferred to the state’s determination that use of controlled sub- stances to end life can be considered a legitimate medical purpose.

Despite other attempts in Congress to derail it, the Oregon Death with Dignity Act has been a stable part of Oregon law ever since the Supreme Court ruling. A study conducted in 2013 showed that is the act is supported by about 80 percent of Oregon voters.78

The California law, known as the End of Life Option Act,79 took effect on June 9, 2016. Like the Oregon law, the California statute was quickly

Legal Brief

At the time of publication, physician-assisted dying laws were in effect in Oregon (permitted since late 1997), Washington (2009), Vermont (2013), Cali- fornia (June 2016), and Colorado (by referendum, November 2016). In Montana, physician assistance in dying has been legal since 2009 under a ruling of the state supreme court.

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Chapter 11: Consent for Treatment and Withholding Consent 411

challenged in court. The plaintiffs in the case—a number of physicians, the American Academy of Medical Ethics (doing business as the Christian Medical and Dental Society), and Life Legal Defense Foundation—sought an injunction against the law on various grounds, most especially because of a provision stating that actions taken under the law do not “constitute suicide, assisted suicide, homicide, or elder abuse.”80 At time of writing (September 2016), the case is pending but the motion for preliminary injunction has been denied. Irrespective of the ultimate outcome in the trial court, an appeal will certainly ensue. Stay tuned.

The National POLST Paradigm Another important development is a movement to adopt forms that convert patients’ preferences for end-of-life care into enforceable medical orders. Issued by a physician or other licensed practitioner, these portable orders are valid in multiple care settings, including acute care hospitals, long-term care facilities, and hospices. The Physician Orders for Life-Sustaining Treatment (POLST), called by various other names in different states, is an effort by the medical and legal communities to overcome the limitations of legal docu- ments such as living wills and advance directives.

Begun in Oregon and now used or being developed in a number of states,81 POLST is described on the National POLST Paradigm Task Force (NPPTF) website in these terms:

1. The POLST Form is a set of medical orders, similar to the do not resuscitate

(allow natural death) order. POLST is not an advance directive. POLST does

not substitute for naming a health care agent or durable power of attorney

for health care.

2. A POLST Paradigm Form is not for everyone. Only those who are seriously ill

or frail, or for whom their physicians would not be surprised if they died in

the next year, should have one.

3. The POLST Form is completed as a result of the process of informed, shared

decision-making. During the conversation, the patient discusses his or her

values, beliefs, and goals for care, and the health care professional presents

the patient’s diagnosis, prognosis, and treatment alternatives, including the

benefits and burdens of life-sustaining treatment. Together they reach an

informed decision about desired treatment, based on the person’s values,

beliefs and goals for care.

4. The POLST Form allows patients to have their religious values respected.

For example, the POLST Form allows Catholics to make decisions consistent

with the United States Conference of Catholic Bishops Ethical and Religious

Directives for Catholic Health Care Services, 5th ed. (2009) and ensures that

those decisions will be honored in an emergency and across care transitions.

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The Law of Healthcare Administrat ion412

5. The POLST Form enables physicians to order treatments patients would

want and to direct that treatment that patients would not want, those they

consider “extraordinary” and excessively burdensome, shall not be provided.

6. The POLST Form requires that “ordinary” measures to improve the patient’s

comfort and food and fluid by mouth, as tolerated, are always provided.

7. The POLST Form is actionable and prevents initiation of unwanted,

disproportionately burdensome extraordinary treatment.

8. State law authorizes certain health care professionals to sign medical

orders; the POLST Form is signed by those health care professionals who are

accountable for the medical orders.

9. The POLST Paradigm requires health care professionals be trained to conduct

shared decision-making discussions with patients and families so that POLST

Forms are completed properly.

10. The POLST Form may be signed by the patient or designated decision-maker

. . . but it is not required in all states. The NPPTF encourages patient or

designated decision-maker signatures for all states seeking endorsement.

Informed, shared decision making is a key component of the POLST Paradigm

process.

11. The POLST Paradigm recognizes that allowing natural death to occur is not

the same as killing. POLST does not allow for active euthanasia or physician

assisted suicide.82

A sample POLST paradigm form is shown in appendix 11.2. Forms in other states are virtually identical. Depending on the wording of existing legislation, questions about the use of POLST forms may be encountered in some jurisdictions, but most states have either endorsed or are developing a POLST program and would be unlikely to prohibit use of the forms.

All healthcare providers should have procedures for handling end-of-life decisions for patients in accordance with the laws of their state and the patients’ or surrogates’ instructions. Licensed practitioners should discuss treatment options while the patient has capacity, especially if the illness is considered terminal. The practitioner can call the patient’s attention to options for end-of-life care, advance directives, and designation of a surrogate and can then issue enforceable medical orders consistent with the patient’s wishes. These orders, the relevant discussions and decisions, and copies of an advance directive, DPOA, POLST, or other such document must be included in the medical record.

Patient Self-Determination Act The Patient Self-Determination Act of 1991 (PSDA)83 is a federal law that requires facilities that receive federal funding to summarize the facility’s policies regarding advance directives, advise patients of their right to make

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EBSCO Publishing : eBook Academic Collection (EBSCOhost) – printed on 1/24/2019 8:36 PM via TRIDENT UNIVERSITY AN: 1839055 ; Showalter, J. Stuart.; The Law of Healthcare Administration Account: s3642728

 
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Bio 1

Take any can of vegetables from your pantry and report the levels of protein, carbohydrates, and fats for a one-serving size. Explain what these macronutrients are and what their primary functions are in the human body. If you do not have any canned vegetables, search online for the information. Pick a vegetable and enter “nutrition label for (indicate a type of vegetable)” into a search engine and click images to find a nutrition facts label you can use.
Your response must be at least 75 words in length.

Label is attached….

Read the label for ground beef, below. Discuss what stands out to you as a difference between the nutrition information of the vegetable you chose in question seven and the ground beef nutrition information provided in this label.

Explain why you think beef is or is not necessary for a balanced diet.

Your response must be at least 75 words in length.

 
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General Biology

Where do we fit in?

This week you are exploring the characteristics of our species and the role we play in our ecosystem. Two terms commonly used to describe an organism’s place in the environment is their “habitat” and their “niche.” A habitat is defined as an area inhabited by particular species. A niche is defined as the role (job), activities and resources used by an organism. For example, a polar bear’s habitat is the arctic whereas its niche is to swim, eat fish, walruses and seals, and to take care of polar bear cubs. Have you ever considered the characteristics of your habitat and niche or thought about what might happen if you were forced to move and occupy another habitat, and switch to another niche? This Assignment will give you the opportunity to compare and contrast your current habitat and niche with an assigned niche (described below).

Your essay should include:

  • A description of your personal habitat and your assigned habitat highlighting the similarities and differences.
  • A description of your personal niche and of your assigned niche highlighting the similarities and differences.
  • Consider what characteristics would provide a survival advantage to you or to the individuals who currently occupy each niche and habitat.
  • How have humans adapted to the two habitats and niches?
  • What difficulties might you have living in the assigned niche and why?
  • What types of cultural adaptations have evolved from living in your niche? Your assigned niche? What are the benefits and challenges of these cultural adaptations?
  • Your discussion should consider any biological adaptations as well; things such as dealing with food spoilage, insect vector control, food and waterborne illnesses, etc.
  • Consider the organism you have been assigned to study in your assigned niche. Would you classify it as a biotic or an abiotic component of the environment? Explain your reasoning by applying the characteristics of life covered in Chapter One.

Letter of last name: Assigned Niche

A-G

An Ecologist Studying Polar Bear Behavior in the Arctic

H-N

An Ecologist Studying Sloth Behavior in the Tropical Rainforest

O-T

An Ecologist Studying Cheetah Behavior in the Saharan Desert

U-Z

An Ecologist Studying Saimaa Ringed Seal Behavior in the Boreal Forest of Finland

Basic writing requirements:

Your essay should be in APA format and include a cover page, an introduction, the body of the essay addressing the different topics and questions described above, and a conclusion paragraph. Please remember to reference any statement of fact and to include a reference list at the end of the essay. The essay should be a minimum of 750 words in length not counting the cover page and reference list.

Turnitin Analysis

 
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