Addressing Preterm Birth Disparities

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Addressing Preterm Birth Disparities

(Addressing Preterm Birth Disparities)

Please Write At Least 130 Words In Each Comment In The Same Page.

Comment 1

Cases of ethnic and cultural disparities have been rampant relating to the issue of preterm and low infant birth weights. This has majorly been contributed by the fact that most of the ethnic groups have little understanding of English as the primary language which is most used in the healthcare sector (Spong et al 2011). This, therefore, has made it a great challenge and a big deal when it comes to the issue of utilizing these services and their related resources, which could possibly be available at their own disposal to help and educate them on better ways of utilizing medical resources to reduce the increased case of low birth weights. Fear of utilizing these services could, therefore, serve as part of the major contribution and factor resulting to the increased rates of preterm and low weight infant deliveries.

Basically, there is always a difference between a child born under normal circumstance and another one born with certain defects. In this case, therefore, children born with low weights may grow under certain complicated conditions which may cost the family and the society at large which would maybe happen later in life. (Butler, & Behrman, (Eds.). 2007).  Additionally, such cases will as well affect a child’s performance in school and their ability to work. However, certain support groups have come in to provide help to people locally relating to such issues as premature babies, low infant birth weights among others. An example of such support groups is Minnesota preemies and which has a mission towards providing a supportive community most important to local families about premature babies whether in the NICU, heaven or at home (http://www.minnesotapreemies.com/). This organization is of much importance as it reaches to those people who are locally placed and have less knowledge about child care and how to avoid such low preterm and low birth weight issues before they happen.

Comment 2

A preterm a baby is a baby born before 37 weeks of pregnancy. According to the Maternal and Child Health Bureau a study done in 2013 preterm babies born to different races in the United States “11.54 percent of babies were born preterm. Of those baby’s 16.53 percent of babies were born to non-Hispanic black women, 10.29 percent of babies were born to non-Hispanic white women, 10.15 percent of the babies born preterm were born to Asian/Pacific islander women, and 11.58 babies born preterm were born to Hispanic women.” (Child Health USA 2013, 2013) Racial and cultural disparities in preterm are sometimes attributed to education, age, income, demographics, if the mother has access to proper care and insurance, health behaviors such as abuse, and preexisting health conditions.

It is fortunate that with modern technological advances preterm babies have a better advantage in surviving then in the past. But unfortunately, there are also risk factors that are involved of preterm birth. According to the Centers of Disease Control and Prevention babies that are born before 32 weeks are at a higher risk of death and disabilities which include breathing problems, feeding difficulties, cerebral palsy, developmental delay, vision problems, and hearing problems.  (Reproductive Health, 2017) Extreme low birth weight babies and preterm babies pose an economical cost to the family, health care industry, and the community, as more care will cost especially if the baby needs to be at the healthcare facility for a longer period for assessment and growth. Long term disabilities and long-term care can affect the families economically and socially at home as they may need ongoing professional help and will also lead to stress and problems for the family. Families need to prepare themselves when a preterm baby is born and be ready to address and complications, disabilities, and difficulties.

Some helpful New Jersey organizations to help mothers learn of pregnancy labor and deliver which can help mothers make the right decisions about their health is https://www.marchofdimes.org/complications/preterm-labor-and-premature-baby.aspx. March of dimes has been working with professionals and mothers to help prevent premature birth and birth defects. The group is a well know organization through out the United States and especially in New Jersey.

 
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Reflective Analysis & Interpersonal Improvement

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Assignment 2: Reflective Analysis & Interpersonal Improvement Plan

(Reflective Analysis & Interpersonal Improvement)

By Tuesday, September 29, 2015, complete the following assignment:

In Module 1, you identified a personal, academic, and professional goal. In Module 3, you created an action plan for achieving your goals. Now, you will reflect on the implementation of your action items, analyze their effectiveness, and submit your final Interpersonal Improvement Plan.

Example:
Here is what a reflective analysis looks like using the example we have been using with Tom’s professional goal:

Professional Goal: Work on nonverbal communication so my words match my nonverbal cues.

    • Intermediate Goal 1: Take a course on interpersonal effectiveness.
      • Action Item 1: Review the course catalog to learn about the available courses about Interpersonal Effectiveness.
      • Action Item 2: Speak to my academic advisor about when I can enroll.
    • Intermediate Goal 2: Practice conversations with myself—either talking to myself in the mirror or video recording conversations so I can see what others are seeing.
      • Action Item 1: Learn to use the video record function on my smart phone by asking a tech-savvy friend.
      • Action Item 2: Set aside ten minutes three times a week to practice using a positive tone of voice and facial expression when I speak.
    • Intermediate Goal 3: In each team meeting, remember to smile and offer positive feedback.
      • Action Item 1: At the very next team meeting, draw a smiley face on the top of my notebook to remind me to smile and make eye contact during the meeting.
      • Action Item 2: Plan to say one brief supportive statement to each co-worker as they present their weekly reports.

Looking at Intermediate Goal 1, I reviewed the course catalog, spoke to my academic advisor, and discovered an interpersonal communication  class is not available until next January. So, while that is definitely a goal, I am changing it to something I can use immediately. Through an online search, I discovered an interpersonal effectiveness seminar happening in my town next weekend so I signed up it and will attend.

Intermediate Goal 2 has been interesting because once my friend showed me how to use the record function on my phone, I noticed that I wear a natural scowl on my face. Each time I pass a mirror, I make an effort to notice my facial expressions. I also notice that I have a natural tendency to cross my arms in conversation. Although this feels comfortable I know that it makes me appear closed off or upset. Since I have been more conscious about how I appear to others, I have noticed that people I don’t normally interact with in the office are now starting conversations with me.

Intermediate Goal 3 has shown the greatest improvement. After the first team meeting, a coworker commented that they really appreciated the positive feedback I gave them. In a meeting later in the week, the supervisor shook my hand and said that he appreciated my contribution to the discussion. It looks like the plan is working.

For this assignment, reflect on changes that you have experienced from implementing the action items for each of your goals. You may decide that a certain action seemed like a good choice at first but had to be changed.

Now that you have worked through the steps of the model for improving interpersonal skills you will submit your final Interpersonal Improvement Plan. Use this worksheet as a template for your assignment.

Save your your final Interpersonal Improvement Plan asLastnameFirstinitial_M5_A2 and submit it to the M5: Assignment 2 Dropbox byTuesday, September 29, 2015.

Assignment 2 Grading Criteria Maximum Points
Demonstrated evidence of reflection on improving skills; strong critical analysis.
60
Demonstrated personal growth; assumed personal responsibility.
60
Wrote in a clear, concise, and organized manner, demonstrated ethical scholarship in accurate representation and attribution of sources, and used accurate spelling, grammar, and punctuation.
20
Total:
140
 
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Ethical Principals Written Assignment

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Ethical Principals Written Assignment

(Ethical Principals Written Assignment)

  1. Length: At least 3–5 typed, double-spaced pages, not including the title page and reference page.
  2. Font and font size: Times New Roman, 12 point.
  3. APA Template: Use the APA Style Paper Template as the paper format and the APA Style Paper Tutorial for guidance.
  4. Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
  5. References: Integrate information from outside sources to include at least two references (the case study and an academic peer-reviewed journal article) and three in-text citations within the paper.
  6. APA format: Follow current APA guidelines for in-text citation of outside sources in the body of your paper and also on the reference page.
  • For this assessment, you will develop a solution to a specific ethical dilemma faced by a health care professional. In your assessment:
  1. Access the Ethical Case Studies attached to review the case study you may use for this assessment
    • Note: The case study may not supply all of the information you may need. In such cases, you should consider a variety of possibilities and infer potential conclusions. However, please be sure to identify any assumptions or speculations you make.
  2. Identify the case study you selected, briefly summarize the facts surrounding the case study, and identify the problem or issue in the case study that presents an ethical dilemma or challenge and describe that dilemma or challenge.
    • Use the three components of the ethical decision-making model (moral awareness, moral judgment, and ethical behavior) found in the Ethical Decision-Making Model media piece in the Resources to analyze the ethical issues.
  3. Analyze the factors that contributed to the problem or issue.
    • Identify who is involved or affected by the problem or issue.
    • Describe the factors that contributed to the problem or issue and explain how they contributed.
    • In addition to the readings provided, use the Capella library to locate at least one academic peer-reviewed journal article relevant to the problem or issue that you can use to support your analysis of the situation.
      • Cite and apply the journal article as evidence to support your critical thinking and analysis of the case.
      • Assess the credibility of the information source.
      • Assess the relevance of the information source.
  4. Discuss the effectiveness of the communication approaches present in the case study.
    • Describe how the health care professional communicated with others.
    • Describe the communication and communication strategies that were applied, both in creating and in resolving the problems or issues presented.
    • Assess instances where the professional communicated effectively or ineffectively.
  5. Discuss the effectiveness of the approach used by the professional related to any problems or issues involving ethical practice in the case.
    • Describe the actions taken in response to the ethical dilemma or challenge presented in the case study.
    • Summarize how well the professional managed professional responsibilities and priorities to resolve the problem or issue in the case.
    • Discuss the key lessons this case provides for health care professionals.
  6. Apply ethical principles to a possible solution to the proposed problem or issue from the case study.
    • Describe the proposed solution.
    • Discuss how the approach makes this professional more effective or less effective in building relationships across disciplines within his or her organization.
    • Discuss how likely it is the proposed solution will foster professional collaboration.
  7. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
    • Determine the proper application of the rules of grammar and mechanics.
  8. Write using APA style for in-text citations, quotes, and references.
    • Determine the proper application of APA formatting requirements and scholarly writing standards.
    • Apply the principles of effective composition.
    • Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.
  • Attached is the case study.
 
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Mastering Psychology

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Mastering Psychology: Work Sample Analysis

(Mastering Psychology)

I WILL PUT THE ASSIGNMENTS/ DOCUMENTS SO I WOULD BE NEEDING

just the 700- 1000.

The Professional Work Samples section demonstrates your performance and mastery of Argosy University’s program outcomes/competencies for the Psychology major. Select 3-5 documents to serve as samples of your best work in the program. Together, they should illustrate your mastery of all the 7 program outcomes listed below. Examples of the type of work that would illustrate each outcome is provided below, as well. The 3-5 documents should be samples of your work that you completed in previous courses as an undergraduate student.

These outcomes are listed below, along with the assignments that could be included to demonstrate mastery of the outcome:

  • Cognitive abilities (critical thinking and information literacy): Assignments or projects that demonstrate problem solving, analysis, synthesis, appropriate use of information resources, etc.
  • Research skills: A copy of a research proposal, a survey developed, etc.
  • Communication skills (written and oral): A topic paper, presentation outline, or PowerPoint that demonstrates your written and oral communication skills.
  • Ethics & Diversity awareness: Papers that demonstrate your understanding and/or analysis of ethical and diversity issues in psychology.
  • Knowledge of foundations of the field: Assignments, papers, or projects that demonstrate your understanding of basic concepts, theories, and empirical findings in one or more of the domains of psychology, including biological, cognitive, developmental, personality, and social.
  • Knowledge of applied psychology: Assignments, papers, or projects from courses and/or an internship that demonstrates your ability to apply psychology to personal, social, and/or organizational problems.
  • Interpersonal Effectiveness: PowerPoint presentations, videos of your presentations that demonstrate your ability to communicate effectively, appreciate diversity and cultural sensitivity and awareness of your impact on others.

Once you have assembled your work samples, you will write a 700-1000 word narrative to serve as a preface to the Professional Work Samples section. This narrative should consist of a clear and thoughtful analysis of how each work sample reveals your strengths and areas for improvement, according to each of the seven areas addressed in the program outcomes/competencies (listed above). Towards this purpose, you will complete the Student Self Appraisal of Learning first, and then use that to generate the preface . Make sure you also address how you intend to strengthen your competencies in all areas as you graduate onto the next step of your professional career. On which areas will you focus most and why?

This preface should also include an evaluation of the Psychology program as well as suggestions for the program that will enable it to help future Psychology majors develop these strengths and overcome these weaknesses in the future.

 
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Educational Advancements in Nursing

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Educational Advancements in Nursing

(Educational Advancements in Nursing)

Question Description

Please do a paragraph about this post with this instruction .

post most have 4 or more sentences .

you also have to have a high quality post from a content perspective. This means it also needs to do more than agree with or praise a class mate. If you agree with a classmate, explain why, give an example, share what you learned in the readings

To meet the growing complexity of healthcare challenges, the majority of nurses will require enhancement of education to a baccalaureate level. Theories and frameworks are the foundation which guide nursing practice, education, and research. The baccalaureate education fosters critical thinking, and problem resolution, a solid base in a variety of basic sciences, and the ability to interpret and communicate data. The ADN and diploma nursing programs lack and in depth understanding of nursing theory, community health, professional development, patient education, finance and health care policy (Cherry, & Jacob, 2014).

Providing exemplary healthcare is achieved by having a well-educated nursing staff. Research has documented an increase in favorable patient outcomes, less medication errors, decreased sentinel events, and decrease in mortality rates. In the October 2012 issue of Medical Care , the study correlated improved outcomes due to Magnet hospital employment of highly qualified nurses, primarily baccalaureate nurses. A recent study titled, “Economic Evaluation of the 80% Baccalaureate Nurse Workforce Recommendation,” reflected substantial decrease in readmissions and reduction in length of stay due to baccalaureate nurses delivering the majority of the care.

These positive end results render a reduction in healthcare expenses and improvement in patient care. The AACN and other authorities have the belief that education profoundly influences the development of nursing aptitude and expertise. Patients are deserving of the best educated nurse. Employers are recognizing the benefits of higher level nursing education, they desire to hire the best educated entry level RN (AACN).Prior to pursuance of furthering my education to the BSN level, I felt that my 3 year diploma degree provided me with an adequate foundation to provide care in meeting patients’ needs at every level.

Not long after being immersed into the BSN program, I came to realize that my 3 year education was lacking in family and community and health promotion and illness prevention; learning about cultural competence and diversity; research; management; leadership, and statistics. My personal experience is reflective of a diploma program lacking the theory and tools to provide comprehensive education for management of a new diagnosis of diabetes. The hospital where I was previously employed, had a certified diabetes educator to provide the patient with home care diabetic education. In order to be an educator nurse at this hospital, a prerequisite of at least a BSN was required.

I was well versed in performing the technical skills to monitor and treat diabetes during hospitalization. moved to the Primary Care setting, seeing many patients with new diabetes diagnoses.  had not ever provided comprehensive education for home management of diabetes for a patient with a new diagnosis. felt inept in teaching patients about the disease process and home management. I spoke with my nurse manager, who holds a BSN degree and a certificate in diabetes education. She assisted in the gathering of patient resource and instruction material. She demonstrated the use of the home monitoring equipment and reviewed the course material with me, which instilled confidence in my additional education encounters.

 
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Discussion 2: Neurocognitive Disorders

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Discussion 2: Neurocognitive Disorders

(Discussion 2: Neurocognitive Disorders)

Diagnosis of elderly clients may pose multiple challenges. Coupled with other symptoms from age and/or medical conditions, psychologists may encounter complications in making an accurate, differential diagnosis between neurocognitive disorders and psychological disorders. For example, as neurocognitive disorders involve a deficit or dysfunction in cognition, psychologists need eliminate alternate possibilities for the neurocognitive impairment to make an accurate diagnosis.

For this Discussion, consider various complications that may arise with diagnoses of elderly clients. Select one neurocognitive impairment (delirium, Alzheimer’s disease, or a vascular based neurocognitive disorder) and one psychological disorder and consider the factors that may influence an accurate differential diagnosis in elderly clients. Then, consider how medications for elderly clients may complicate an accurate diagnosis.

With these thoughts in mind:

Post by Day 4 a description of the neurocognitive impairment and the psychological disorder you selected. Then describe three factors you must consider in making a differential diagnosis and explain why. Finally, explain how medications for elderly clients may complicate an accurate diagnosis.

Be sure to support your postings and responses with specific references to the Learning Resources and current literature.

·         American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders(5th ed.). Arlington, VA: American Psychiatric Publishing.

o    Neurodevelopmental and Neurocognitive Disorders

o    Disruptive, Impulse-Control

o    Conduct Disorders

o    Elimination Disorders

·         Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press..

·         Chapter 12, Neurodevelopmental and Disruptive Behavioral Disorders

·         Gresham, F. M., Watson, T. S., & Skinner, C. H. (2001). Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review, 30(2), 156–172. Retrieved from the Walden Library databases.

·         Grzadzinski, R., Huerta, M., & Lord, C. (2013). DSM-5 and Autism Spectrum Disorders (ASDs): An opportunity for identifying ASD subtypes. Molecular Autism, 4(1), 1–6. Retrieved from the Walden Library databases.

·         Lord, C., & Jones, R. M. (2012). Annual Research Review: Re-thinking the classification of autism spectrum disorders. Journal Of Child Psychology & Psychiatry, 53(5), 490–509. Retrieved from the Walden Library databases.

·         Ozonoff, S. (2012). Editorial perspective: Autism spectrum disorders in DSM-5—An historical perspective and the need for change. Journal Of Child Psychology & Psychiatry, 53(10), 1092–1094. Retrieved from the Walden Library databases.

·         Volkmar, F. R., & Reichow, B. (2013). Autism in DSM-5: Progress and challenges. Molecular Autism, 4(1), 1–6. Retrieved from the Walden Library databases.

 

  • Addington, A., & Rapoport, J. (2012). Annual research review: Impact of advances in genetics in understanding developmental psychopathology. Journal Of Child Psychology And Psychiatry, And Allied Disciplines, 53(5), 510–518. Retrieved from the Walden Library databases
  • Bambara, L. M., Mitchell-Kvacky, N. A., & Iacobelli, S. (1994). Positive behavioral support for students with severe disabilities: An emerging multicomponent approach for addressing challenging behaviors. School Psychology Review, 23(2), 263–278. Retrieved from the Walden Library databases.
  • Copeland, W. E., Angold, A., Costello, E. J., & Egger, H. (2013). Prevalence, comorbidity, and correlates of DSM-5 proposed disruptive mood dysregulation disorder.  American Journal of Psychiatry, 170, 173–179. Retrieved from the Walden Library databases
  • Duffy, M. (2003). Disruptive behavior: Systemic and strategic management. Clinical Gerontologist, 25(1/2), 91–103. Retrieved from the Walden Library databases.
  • Hill, C. L., & Spengler, P. M. (1997). Dementia and depression: A process model for differential diagnosis. Journal of Mental Health Counseling, 19(1), 23–39. Retrieved from the Walden Library databases.
  • Jones, K., Young, T., & Leppma, M. (2010). Mild traumatic brain injury and posttraumatic stress disorder in returning Iraq and Afghanistan war veterans: Implications for assessment and diagnosis. Journal of Counseling & Development, 88(3), 372–376. Retrieved from the Walden Library databases.
 
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Grit and Growth

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Grit and Growth

(Grit and Growth)

Question description

Assignment W2 (60 points possible)

“Grit and Growth”

The theme this week (“Friends and Enemies”) introduced the idea that tangible or intangible resources or obstacles can serve as your friends and enemies as you pursue your college degree. Note that your friends and enemies can be interpreted as your opportunities and threats. If you have not yet read this week’s lectures or viewed the videos, please do so before starting this assignment.

Address the following items in your paper:

1.Opportunities and Threats

a.As we discussed last week, a SWOT analysis is a tool that helps businesses and individuals assess their strengths, weaknesses, opportunities, and threats. For this assignment, you will focus on Opportunities and Threats.

b.To generate your list of Opportunities, explore the Grantham catalog or website to identify at least three opportunities (resources) you will rely on the most as you pursue your degree. Write a paragraph of at least 250 words to convey your opportunities.

c.To generate your list of Threats, think about your personal and professional obligations to identify at least three threats that you may need to overcome as your pursue your degree. Write a paragraph of at least 250 words to convey your threats.

2.Grit

a.Explain what grit means to you and why having grit is important in life. Use your own words – do not copy what has already been provided in this class. Provide an example from your own experience in which you demonstrated grit to accomplish a big goal. If you do not think you have demonstrated grit in the past, describe an instance in which you failed to accomplish a big goal and describe how you would act differently if you had a chance to try again.

3.Growth Mindset

a.Look up some information about Dr. Dweck’s Growth Mindset. Type the words dweck growth mindset into your favorite internet search engine. Select one source (be sure to write down the URL) and while reading/viewing that source, take some notes about what points the author is making. Do not copy word for word – use your own words to rephrase what the author has written.

4.Comparison of Grit and Growth Mindset

a.Write a paragraph of at least 250 words in which you describe the growth mindset, and how it relates to grit. You might also compare it to “fixed mindset” which is often presented along with growth mindset. Provide your own examples of what it means to have a growth mindset, and how you can apply the concept in your college work.

 
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Service Learning Organization

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Service Learning Organization

(Service Learning Organization)

Question description

Serving Learning Organization

Case Study Scenario:

You have been hired by XYZ University as a consultant. The University leadership is thinking about requiring students to participate in a service learning project in order to graduate. As a case study, the leadership of the University has hired you to evaluate an organization to see if a service learning opportunity would benefit future students and the community. Your initial recommendation is due in week 5 and will be based on the research you collect over the next four weeks.

Week 1 Assignment:

  • You should have chosen your social issue in the week 1 discussion. If not, be sure to do so before you begin this assignment.
  • Your task is to find a national or international organization that is currently working to effect positive change for the issue you have chosen. For example, if you chose an environmental issue, you might decide to evaluate Greenpeace. Example social issues and organizations.
  • XYZ University has required you to find and read the following peer-reviewed article in the EBSCO library. EBSCO Quick Guide.

Vizenor, N., Souza, T., & Ertmer, J. (2016). Benefits of participating in service-learning, business-related classes: Assessing the impact on community partners. Journal for Research in Business Education, 58(1), 1-15. (Note: please be sure to check the Business Source Complete database for this article).

  • You are required to cite the above article to support at least one claim you make in your week 1 assignment. Reference and Citation Quick Guide.
  • Turn in a minimum of a 2-3 pages paper following APA guidelines. Click here for the web version of the APA sample paper. Click here for a downloadable version of the APA sample paper.

Paper Requirements:

Complete the following steps.

Step 1: Introduction – Introduce the social issue you have selected. Explain to your reader why this issue is important and why they should be interested. What are the benefits of service learning in causing positive change for this issue? Provide at least one citation from a peer-reviewed article to support your claims in this section.

Step 2: Community Organization – Introduce the organization you have selected. Briefly describe the organization’s historical background. What is the primary focus of the organization? How does the organization meet the communities’ needs? Provide at least one citation from a peer-reviewed article to support your claims in this section.

Step 3: Conclusion – Provide a summary of the social issue and how the organization addresses the social issue. Summarize the benefits for students and the community of performing service learning at this organization. Provide at least one citation from a peer-reviewed article to support your claims in this section.

Step 4: References – On a separate reference page, list all the references you have cited in your paper to support your claims.

Click here to view your assignment rubric.

 
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Final Argument Paper

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Final Argument Paper

(Final Argument Paper)

This final assignment is designed to involve all of the main skills that you have learned during this course. In particular, your paper should demonstrate the ability to construct a deductively valid or inductively strong argument, clearly and accurately explain your reasoning, use high-quality academic sources to support the premises of your argument, fairly and honestly evaluate contrary arguments and objections, and identify fallacies and biases that occur within the arguments or objections presented.

You will continue to build on the option you chose in your Week One Initial Argument Paper. You will need to research a minimum of three scholarly sources from the Ashford University Library. (For further information about discovering and including scholarly research, take a look at the FindIt@AU Tutorial instructional resource.)

In your paper

  • Explain the topic you are addressing and your position on it. Provide a preview of your paper and a statement of your thesis in your opening paragraph. [Approximately 100 words]
  • Present your main argument for your thesis in standard form, with each premise and the conclusion on a separate line. Clearly indicate whether your argument is intended to be inductive or deductive. Follow up the presentation of your argument by clarifying the meaning of any premises that could use some explanation. [About 150 words]
    • If your argument is deductive, then it shouldbevalid(in the strict logical sense of the word); if it is inductive, then it should bestrong. Make sure to avoid committing logical fallacies within your argument (e.g., begging the question). Additionally, the premises should be true, to the best of your knowledge. If one of your premises has a pretty obvious counter-example, then you should either fix the argument so that it does not have this flaw, or later, in your paper (steps three through five) you should address the apparent counter-example (showing that it does not really refute the truth of your premise). Arguments that are not valid, not very strong, commit fallacies, or that have counter-examples that are not adequately addressed will not receive full credit.
  • Provide supporting evidence for the premises of your argument. [Approximately 350 words]
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments (arguments whose conclusions are premises of the main argument), or other ways of demonstrating the truth of those premises. This section should include at least one scholarly research source.
  • Explain a strong objectionto your argument. [Approximately 250 words]
    • Study what people on the other side of this question think about your reasoning and present the best possible objection that someone could have to your argument. Do not commit the straw man fallacy here. Reference at least one scholarlyresearch source. See the “Practicing Effective Criticism” section of Chapter 9 of the course text for more information.
  • Defend your argument against the objection. [Approximately 200 words]
    • Once you have presented the objection, indicate clearly how you might respond to it. It is acceptable to admit that reasonable people might disagree with you or that there might be an area in which your argument could be further strengthened, but you should do your best to explain why your argument is sound or cogent despite the objections.
  • Provide an appropriate conclusion. [Approximately 75 words]

For further instruction on how to create arguments, see the How to Construct a Valid Main Argument and Tips for Creating an Inductively Strong Argument documents as well as the Contructing Valid Arguments Video. For an example of a completed Final Paper, see the annotated example The Ethics of Elephants in Circuses. Let your instructor know if you have questions about how to complete this paper.

 

The Final Argument Paper

  • Must be 1,100 to 1,400 words in length, double-spaced, (not including the title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least three scholarly sources in addition to the course text.
    • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list see the Ashford Writing Center APA References List webpage).
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center
 
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Critique ethical legal concepts

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Critique ethical legal concepts, principles, & dilemmas related to the provision of health care.

(Critique ethical legal concepts)

Question description

My part is in BOLD… I only need one part done. NOT the whole paper! 2-3 pages.

MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care.

Please take a moment to watch this Assignment Introduction, or read the presentation transcript.

Instructions:

You will construct a group contract in Unit 2. In the contract, you will determine how your group will communicate and share documents. Roles of the group will be delineated. You will work from Unit 3 to Unit 7 on a malpractice case.

There are two malpractice cases. Your instructor will assign your group either Case Study 1: Malpractice Action brought by Yolanda Pinnelas or Case Study 2: Wrongful Death by Howard Carpenter on Behalf of Wilma Carpenter, Deceased. The group will construct a 10–15-page paper about the legal constructs involved in one of the cases.

Directions:

The group will write a10–15-page APA formatted paper (title page and references list do not count towards the 10–15 pages). Support the paper with peer reviewed articles and case law where applicable. You must have minimum of eight references. You may have an appendix that has samples of documents that support your positions or expands on the facts of the case.

You will post a draft of the group paper in the Discussion Board of Unit 6. This will give you an opportunity to get peer feedback and to learn from others.

You may use Goggle Hangouts™, SKYPE®, or other conferencing tools. Additionally, you may want to use a document-sharing tool such as Google Drive®. The paper should discuss the following issues:

  • Liability issues
  • Parties involved and who should be sued
  • Defenses of the parties
  • Documents that the plaintiff’s side will ask for and how they will be used
  • Standards of care
  • Duty, breach, damages, and proximate cause
  • Insurance issues
  • Risk management issues before and after the incident
  • Documentation and mandatory reporting
  • Who should write the incident report and what should it say?
  • The doctrine of Respondeat Superior and how it would apply the issues surrounding informed consent Preparation for court of the parties (MY PART)

Due: Day 7 by 11:59 p.m. (ET)

Case Study 1: Malpractice Action Brought by Yolanda Pinnelas

People involved in case:

Yolanda Pinnelas — patient

Betty DePalma, RN, MS — nursing supervisor

Elizabeth Adelman, RN — recovery room nurse

William Brady, M.D. — plastic surgeon

Mary Jones, RN — IV insertion

Carol Price, LPN

Jeffery Chambers, RN — staff nurse

Patricia Peters, PharmD — pharmacy

Diana Smith, RN

Susan Post, JD — risk manager

Amy Green — quality assurance

Michael Parks, RN, MS, CNS — education coordinator

SAFE-INFUSE — pump

Brand X infusion — pump

Caring Memorial Hospital

Facts:

The patient, Yolanda Pinellas, is a 21-year-old female admitted to Caring Memorial Hospital for chemotherapy. Caring Memorial is a hospital in upstate New York. Yolanda was a student at Ithaca College and studying to be a music conductor.

Yolanda was diagnosed with anal cancer and was to receive Mitomycin for her chemotherapy. Mary Jones, RN, inserted the IV on the day shift around 1300, and the patient, Yolanda, was to have Mitomycin administered through the IV. An infusion machine was used for the delivery. The Mitomycin was hung by Jeffery Chambers, RN, and he was assigned to Yolanda. The unit had several very sick patients and was short staffed. Jeffery had worked a double shift the day before and had to double back to cover the evening shift. He was able to go home between shifts and had about 6 hours of sleep before returning. The pharmacy was late in delivering the drug so it was not hung until the evening shift. Patricia Peters, PharmD, brought the chemotherapy to the unit.

On the evening shift, Carol Price, LPN, heard the infusion pump beep several times. She had ignored it as she thought someone else was caring for the patient. Diana Smith, RN, was also working the shift and had heard the pump beep several times. She mentioned it to Jeffery. She did not go into the room until about 45 minutes later. The patient testified that a nurse came in and pressed some buttons and the pump stopped beeping. She was groggy and not sure who the nurse was or what was done.

Diana Smith responded to the patient’s call bell and found the IV had been dislodged from the patient’s vein. There was no evidence that the Mitomycin had gone into the patient’s tissue. Diana immediately stopped the IV, notified the physician, and provided care to the hand. The documentation in the medical record indicates that there was an infiltration to the IV.

The hospital was testing a new IV infusion pump called SAFE-INFUSE. The supervisory nurse was Betty DePalma, RN. Betty took the pump off the unit. No one made note of the pump’s serial number as there were six in the hospital being used. There was also another brand of pumps being used in the hospital. It was called Brand X infusion pump. Betty did not note the name of the pump or serial number. The pump was not isolated or sent to maintenance and eventually the hospital decided not to use SAFE-INFUSE so the loaners were sent back to the company.

Betty and Dr. William Brady are the only ones that carry malpractice insurance. The hospital also has malpractice insurance.

Two weeks after the event, the patient developed necrosis of the hand and required multiple surgical procedures, skin grafting, and reconstruction. She had permanent loss of function and deformity in her third, fourth, and fifth fingers. The claimant is alleging that, because of this, she is no longer able to perform as a conductor, for which she was studying.

During the procedure for the skin grafting, the plastic surgeon, Dr. William Brady, used a dermatome that resulted in uneven harvesting of tissue and further scarring in the patient’s thigh area where the skin was harvested.

The risk manager is Susan Post, JD, who works in collaboration with the quality assurance director Amy Green. Amy had noted when doing chart reviews over the last 3 months prior to this incident that there were issues of short staffing and that many nurses were working double shifts, evenings, and nights then coming back and working the evening shift. She was in the process of collecting data from the different units on this observation. She also noted a pattern of using float nurses to several units. Prior to this incident, the clinical nurse specialist, Michael Parks, RN, MS, CNS, was consulting with Susan Post and Amy Green about the status of staff education on this unit and what types of resources and training was needed.

 
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