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SHADOW HEALTH ASSIGNMENT HELP!

NRS 434 Shadow Health: Comprehensive Assessment

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT NRS 434 Shadow Health: Comprehensive Assessment

Complete the Comprehensive Assessment on the Shadow Health platform. This homework should take 3 hours on average each time to finish. Please be aware that this is a typical time. Some pupils might require more time.

This clinical encounter serves as a thorough examination. The Shadow Health Digital Clinical Experience requires students to get a “Proficiency” score. There are three chances for students to finish this assignment and receive a Proficiency level grade. Once finished, drop the lab pass into the assignment dropbox.

Students who successfully complete the Digital Clinical Experience at the Proficiency level on their first attempt will receive a grade of 150 points; students who complete the Digital Clinical Experience at the Proficiency level on their second attempt will receive a grade of 135 points; and students who complete the Digital Clinical Experience at the Proficiency level on their third attempt will receive a grade of 120 points. If students do not pass the performance-based assessment after three attempts by scoring at the proficiency level, they will receive a failing grade (102 points).

If Proficiency is not achieved on the first attempt, it is recommended that you review your responses with the correct answers on the Experience Overview page. Click on each of the tabs to the left labeled Transcript, Subjective Data Collection, Objective Data Collection, Documentation, and SBAR to compare your work with the report. You could improve your grade by reviewing this summary and the course materials.

Please review the assignment in the Health Assessment Student Handbook in Shadow Health prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Lopes Write.

If Proficiency is not achieved on the first attempt it is recommended that you review your answers with the correct answers on the Experience Overview page. Review the report by clicking on each tab to the left titled; Transcript, Subjective Data Collection, Objective Data Collection, Documentation, and SBAR to compare your work. Reviewing this overview and course resources may help you improve your score.

Please review the assignment in the Health Assessment Student Handbook in Shadow Health prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Also Read: Assignment: Research Critiques and PICOT Statement Final Draft

Attachments

NRS-434VN-R-CLC-HealthPromotionPres

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT NRS 434 Shadow Health: Comprehensive Assessment

Describe the characteristics of the aging process. Explain how some of the characteristics may lead to elder abuse (memory issues, vulnerability, etc.). Discuss the types of consideration a nurse must be mindful of while performing a health assessment on a geriatric patient as compared to a middle-aged adult.

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Replies to Thomas Leen

Aging is an inevitable process in our lifecycle. Older adults are looked to for guidance and wisdom from those younger and far less wise than they are. When the mind or body starts to deteriorate younger generations tend to seek that guidance less and less. Some individuals tend to take in his or her parents when they get to the point where the body or mind start to diminish. After a time, these family members that take in the older aging adult can begin feeling the frustration of caring for someone else and not having them be the same person the family member remembers from younger years. Some examples of this frustration can be expressed through negative outlets such as verbal abuse, physical trauma inflicted, or lack of attention needed for daily living (bathing, eating, toileting, moving).

The population of older adults 65+ has steadily increased over recent years. According to Federal Interagency Forum on Aging-Related Statistics, “The prediction is that older adults comprise 21% of the population by 2030” (2016). The aging process will likely bring about other chronic health conditions in that time.

According to Green, “frailty includes the presence of biomedical factors that reduce the older adult’s ability to endure environmental stressors, such as hospitalization” (2018). Alarming numbers are reported by The World Health Organization in regards to elder-abuse or neglect; an estimated 1 out of 6 older adults fall victim. This is saddening because often times the abuser/ person neglecting is a close family member caring for the older adult. Memory loss and decrease physical abilities (different from findings of middle age adults) are a few reasons these older adults fall victim to the hands of caregivers, but identification of the fear and injuries is vital to ensure a safe and caring environment.

Nurses must utilize thorough assessment skills in order to identify signs and symptoms of elder abuse. Scattered bruising around the body that appear different colors. This indicates that the bruises are from different time periods. Elder abuse can also come in the form of malnourishment, pressure injuries, or the far less visible emotional/ verbal abuse.

Though emotional and verbal abuse are less noticeable, asking many questions and just listening to the patient will que in certain details that nurses can likely pick up on to further evaluate the safety of his or her environment. Understanding that the older adult will likely not address any mistreatment. Patients and family members alike trust nurses and the care they provide; using that relationship and asking more personal detailed questions about findings is important to keep the patient(s) safe.

References:

Federal Interagency Forum on Aging-Related Statistics. (2016). Older Americans 2016: Key Indicators of

Well-Being. Retrieved from https://agingstats.gov/docs/LatestReport/Older-Americans-2016-

Key-Indicators-of-WellBeing.pdf

Green, S. Z. (2018). Health assessment of the aging adult. In Grand Canyon University (Eds.), Health

assessment: Foundations for effective practice. https://lc.gcumedia.com/nrs434vn/health-

assessment-foundations-for-effective-practice/v1.1/#/chapter/5

World Health Organization. (2018). Elder abuse. Retrieved from http://www.who.int/en/news-

room/fact-sheets/detail/elder-abuse

Documentation / Electronic Health Record

Documentation

Vitals

Student DocumentationModel Documentation

Vitals

Heght 170m cm, weight: 84 BMI: 29.0 blood:NA, Glucose: 90. RR: 15, HR: 78, BP: 128/82, Pulse Ox: 99%, Temperature: 99.0 F

• Height: 170 cm • Weight: 84 kg • BMI: 29.0 • Blood Glucose: 100 • RR: 15 • HR: 78 • BP:128 / 82 • Pulse Ox: 99% • Temperature: 99.0 F

Health History

Student DocumentationModel Documentation

Identifying Data & Reliability

The patient is a 28-year old singkle African-American woman who comes to the clinic for physical assessment. She gives the information and is cooperative. Her speech is clear and she maintains eye contact during the process.

Ms. Jones is a pleasant, 28-year-old African American single woman who presents for a pre-employment physical. She is the primary source of the history. Ms. Jones offers information freely and without contradiction. Speech is clear and coherent. She maintains eye contact throughout the interview.

General Survey

The patient is alerrt and oriented. He sitting position is upright. She is of good health and appropriately hygienic.

Ms. Jones is alert and oriented, seated upright on the examination table, and is in no apparent distress. She is well-nourished, well-developed, and dressed appropriately with good hygiene.

Reason for Visit

“I need to have a health insurance for my new job”

“I came in because I’m required to have a recent physical exam for the health insurance at my new job.”

History of Present Illness

The patient states that she is newly employed at her company. She lacks any concern that may be described as acute. She last underwnt a gynecological exam at the SHGC 120 days ago. Tina was diagnosed with POCS and prescribe well tolerated medications. The patoent suffers from type 2 diabetes that she has been controlijng using metforming, diet and exercise. The drugs do not produce any side effects.

Ms. Jones reports that she recently obtained employment at Smith, Stevens, Stewart, Silver & Company. She needs to obtain a pre-employment physical prior to initiating employment. Today she denies any acute concerns. Her last healthcare visit was 4 months ago, when she received her annual gynecological exam at Shadow Health General Clinic. Ms. Jones states that the gynecologist diagnosed her with polycystic ovarian syndrome and prescribed oral contraceptives at that visit, which she is tolerating well. She has type 2 diabetes, which she is controlling with diet, exercise, and metformin, which she just started 5 months ago. She has no medication side effects at this time. She states that she feels healthy, is taking better care of herself than in the past, and is looking forward to beginning the new job.

Medications

Metformin 850 mg po BID Drospitenone and ethinyl estradiol PO QD Albuterol spray that she puffs twice and last use occured 3 months ago. Acetaminophen 500-1000 mg PO prn for headaches. Ibuprofen for menstrual cramps ans last taken 6 weeks ago.

• Metformin, 850 mg PO BID (last use: this morning) • Drospirenone and ethinyl estradiol PO QD (last use: this morning) • Albuterol 90 mcg/spray MDI 1-3 puffs Q4H prn (last use: yesterday) • Acetaminophen 500-1000 mg PO prn (headaches) • Ibuprofen 600 mg PO TID prn (menstrual cramps: last taken 6 weeks ago)

Allergies

Allergic to penicillin, cats and dust. She is not allergic to food and latex.

• Penicillin: rash • Denies food and latex allergies • Allergic to cats and dust. When she is exposed to allergens she states that she has runny nose, itchy and swollen eyes, and increased asthma symptoms.

Medical History

The patient was diagnsoed with asthma at 2 and a half years old. Last asthma exacerbation occured 3 months ago. Never been intubated. Suffers from tyoe 2 diabetes. Uses metforming to manage the condition. Average blood sugar is 90 and the patient monitors it daily. She also uses exercise and diet to manage her sugars. Negative for any history of surgery. OB/GYN: She developed menarche at the age of 11. She has sex with men. She has never been pregnant whilst she had her first sex at the age of 18. Has a new boyfriend.

Asthma diagnosed at age 2 1/2. She uses her albuterol inhaler when she experiences exacerbations, such as around dust or cats. Her last asthma exacerbation was yesterday, which she resolved with her inhaler. She was last hospitalized for asthma in high school. Never intubated. Type 2 diabetes, diagnosed at age 24. She began metformin 5 months ago and initially had some gastrointestinal side effects which have since dissipated. She monitors her blood sugar once daily in the morning with average readings being around 90. She has a history of hypertension which normalized when she initiated diet and exercise. No surgeries. OB/GYN: Menarche, age 11. First sexual encounter at age 18, sex with men, identifies as heterosexual. Never pregnant. Last menstrual period 2 weeks ago. Diagnosed with PCOS four months ago. For the past four months (after initiating Yaz) cycles regular (every 4 weeks) with moderate bleeding lasting 5 days. Has new male relationship, sexual contact not initiated. She plans to use condoms with sexual activity. Tested negative for HIV/AIDS and STIs four months ago.

Health Maintenance

The patient attends to the doctor’s appointment. Had a pap smear 4 months ago. Had an eye exam 3 months ago. The dental exam was last conducted 150 days ago. She is negative for PPD that was done two years ago. Her immunization status is current bar tetanus and HPV vaccines. Childhood vaccines are up to date ad as well as meningococcal vaccine. Safety: Has smoke detectors in the home. wears safety belts in the car. Does not ride the bike. Uses sunscreen in the sun. she has locked her father’s gun in their bedroom.

Last Pap smear 4 months ago. Last eye exam three months ago. Last dental exam five months ago. PPD (negative) ~2 years ago. Immunizations: Tetanus booster was received within the past year, influenza is not current, and human papillomavirus has been received. She reports that she believes she is up to date on childhood vaccines and received the meningococcal vaccine for college. Safety: Has smoke detectors in the home, wears seatbelt in car, and does not ride a bike. Uses sunscreen. Guns, having belonged to her dad, are in the home, locked in parent’s room.

Family History

High blood pressure in all the grandparents from both parents. Both parents and maternal grandparents have high cholesterol. Stroke killed maternal grandparents. Paternal grandmother is alive and 82 years of age whilst fgrandfather died of cancer at 65. The latter also had a history of type 2 diabetes alongside the patient’s father who died in an accident. Has an overweight brother and an asthmatic sister. Alcoholism in paternal uncle whilst no other diseases exist in the family as well as her.

• Mother: age 50, hypertension, elevated cholesterol • Father: deceased in car accident one year ago at age 58, hypertension, high cholesterol, and type 2 diabetes • Brother (Michael, 25): overweight • Sister (Britney, 14): asthma • Maternal grandmother: died at age 73 of a stroke, history of hypertension, high cholesterol • Maternal grandfather: died at age 78 of a stroke, history of hypertension, high cholesterol • Paternal grandmother: still living, age 82, hypertension • Paternal grandfather: died at age 65 of colon cancer, history of type 2 diabetes • Paternal uncle: alcoholism • Negative for mental illness, other cancers, sudden death, kidney disease, sickle cell anemia, thyroid problems

Social History

The patient does not have children and they were never married. Lives with the mother alongside sister in a single apartment but planning to move to her own once she starts work. She enjoys reading, attending Bible studies, dancing and attending church functions. Has a string social support system including the church and her family. Doesn’t do tobacco whilst she used cannabis from ages 15-21. Does not abuse any other drugs. Uses alcohol in the company of friends at least 2-3 times monthly. She eats healthily in all her meals from breakfast, lunch to supper. Does not take coffee yet takes diet coke. Has not travelled outside recently and does not keep pets. Does mild exercise at least four times per week.

Never married, no children. Lived independently since age 19, currently lives with mother and sister in a single family home, but will move into own apartment in one month. Will begin her new position in two weeks at Smith, Stevens, Stewart, Silver, & Company. She enjoys spending time with friends, reading, attending Bible study, volunteering in her church, and dancing. Tina is active in her church and describes a strong family and social support system. She states that family and church help her cope with stress. No tobacco. Cannabis use from age 15 to age 21. Reports no use of cocaine, methamphetamines, and heroin. Uses alcohol when “out with friends, 2-3 times per month,” reports drinking no more than 3 drinks per episode. Typical breakfast is frozen fruit smoothie with unsweetened yogurt, lunch is vegetables with brown rice or sandwich on wheat bread or low-fat pita, dinner is roasted vegetables and a protein, snack is carrot sticks or an apple. Denies coffee intake, but does consume 1-2 diet sodas per day. No recent foreign travel. No pets. Participates in mild to moderate exercise four to five times per week consisting of walking, yoga, or swimming.

Mental Health History

Has enhanced coping mechanism to stress. Does not suffer depression, anxiety, or suicidal thoughts. She is alert to all faculties. She is dressed properly and easily converses and cooperatively offers information. Has pleasant mood. Does not have tics or facial fasciculation. Her speech is fluent and words are clear.

Reports decreased stress and improved coping abilities have improved previous sleep difficulties. Denies current feelings of depression, anxiety, or thoughts of suicide. Alert and oriented to person, place, and time. Well-groomed, easily engages in conversation and is cooperative. Mood is pleasant. No tics or facial fasciculation. Speech is fluent, words are clear.

Review of Systems – General

(No Documentation Made)

No recent or frequent illness, fatigue, fevers, chills, or night sweats. States recent 10 pound weight loss due to diet change and exercise increase.

HEENT

Student DocumentationModel Documentation

Subjective

Does not report current headache and no history of head injury or acute visual changes. Reports no eye pain, itchy eyes, redness, or dry eyes. Wears corrective lenses. Last visitto the optometrist was 3 months ago. Reports no problems in the heart, change of hearing, ear pain, or discharge. Report no change in sense of smell, sneezing, epistaxis, sinus pain, or pressure. or rhinorrhea. Reports no general mouth issues. Dental concerns nonexistent. Swallowing, is okay, no sore throat, voice changes or swollen nodes.

Reports no current headache and no history of head injury or acute visual changes. Reports no eye pain, itchy eyes, redness, or dry eyes. Wears corrective lenses. Last visit to optometrist 3 months ago. Reports no general ear problems, no change in hearing, ear pain, or discharge. Reports no change in sense of smell, sneezing, epistaxis, sinus pain or pressure, or rhinorrhea. Reports no general mouth problems, changes in taste, dry mouth, pain, sores, issues with gum, tongue, or jaw. No current dental concerns, last dental visit was 5 months ago. Reports no difficulty swallowing, sore throat, voice changes, or swollen nodes.

Objective

Normocephalic head, and atraumatic as well. Bilateral eyes with equal hair distribution on lashes and eye brows, lids without lesions. No ptosis or edema. Conjunctiva pink, no lesions, white sclera. PERRLA bilaterally. OEMS intact bilaterally, no nystagmus. Snellen: 20/20 right eye, 20/20 left eye with corrective lenses. TMS intact and pearly gray bilaterally, positive light reflex. Whispered wors bilaterally head. Frontal and maxillary sinuses nontender to palpation. Nasal mucosa moist and pink, septum midline. Oral mucosa moist without ulcerations or lesions. Uvula rises midline on phonation. Gag reflex is intact, Dentation minus evidence of carries or infection. Tonsils 2+bilaterally. Thyroid smooth minus nodules, no goiter. No lymphadenopathy.

Head is normocephalic, atraumatic. Bilateral eyes with equal hair distribution on lashes and eyebrows, lids without lesions, no ptosis or edema. Conjunctiva pink, no lesions, white sclera. PERRLA bilaterally. EOMs intact bilaterally, no nystagmus. Mild retinopathic changes on right. Left fundus with sharp disc margins, no hemorrhages. Snellen: 20/20 right eye, 20/20 left eye with corrective lenses. TMs intact and pearly gray bilaterally, positive light reflex. Whispered words heard bilaterally. Frontal and maxillary sinuses nontender to palpation. Nasal mucosa moist and pink, septum midline. Oral mucosa moist without ulcerations or lesions, uvula rises midline on phonation. Gag reflex intact. Dentition without evidence of caries or infection. Tonsils 2+ bilaterally. Thyroid smooth without nodules, no goiter. No lymphadenopathy.

Respiratory

Student DocumentationModel Documentation

Subjective

Reports normal breath, lack of wheezing, chest pain, dyspnea and cough.

Reports no shortness of breath, wheezing, chest pain, dyspnea, or cough.

Objective

Chest is symmetric. The lung sounds are clear whilst voice occurs in all areas. Percussion produced resonance throughout. In office spirometry: FVC 3.91, FEV1/FVC ratio 80.56%

Chest is symmetric with respiration, clear to auscultation bilaterally without cough or wheeze. Resonant to percussion throughout. In office spirometry: FVC 3.91 L, FEV1/FVC ratio 80.56%.

Cardiovascular

Student DocumentationModel Documentation

Subjective

Reports no palpations, tachycardia, easy bruising or edema.

Reports no palpitations, tachycardia, easy bruising, or edema.

Objective

Hear rate is regular, S1, S2, without murmurs, gallops, or rubs. Bilateral crotides equal bilaterally without bruit. PMI at the midclavicular line, 5th intercostal space, no heaves, lifts or thrills. Bilateral peripheral pulses equal bilaterally, capillary refills less than 3 seconds. No peripheral edema.

Heart rate is regular, S1, S2, without murmurs, gallops, or rubs. Bilateral carotids equal bilaterally without bruit. PMI at the midclavicular line, 5th intercostal space, no heaves or lifts. Bilateral peripheral pulses equal bilaterally, capillary refill less than 3 seconds. No peripheral edema.

Abdominal

Student DocumentationModel Documentation

Subjective

Reports no nausea, vomiting, pain constipation, excessive flatulence or diarrhea. Does not have food intolerance. Genitourinary: Does not have dysuria, nocturia, polyuria, hematuria, flank pain, vaginal discharge or itching.

Gastrointestinal: Reports no nausea, vomiting, pain, constipation, diarrhea, or excessive flatulence. No food intolerances. Genitourinary: Reports no dysuria, nocturia, polyuria, hematuria, flank pain, vaginal discharge or itching.

Objective

Abdomen is protuberant, symmetric without visible masses, scars, or lesions, coarse hair from pubis to ambilicus. Bowel sounds are normoactive in all four quadrants. Tympanic throughout to percussion. No tenderness or guarding to palpation. No organomegally. No CVA tenderness.

Abdomen protuberant, symmetric, no visible masses, scars, or lesions, coarse hair from pubis to umbilicus. Bowel sounds are normoactive in all four quadrants. Tympanic throughout to percussion. No tenderness or guarding to palpation. No organomegaly. No CVA tenderness.

Musculoskeletal

Student DocumentationModel Documentation

Subjective

Does not have muscle and joint pains whilst muscle weaknesses and swelling don’t exist.

Reports no muscle pain, joint pain, muscle weakness, or swelling.

Objective

Strength 5/5 bilateral upper and lower extremities, without swelling, masses, or deformity and with full range of motion. No pain with movement.

Bilateral upper and lower extremities without swelling, masses, or deformity and with full range of motion. No pain with movement.

Neurological

Student DocumentationModel Documentation

Subjective

Does not have dizziness, tingling, light-headedness, seizures, loss of coordination or sensation, sense of disequilibrium.

Reports no dizziness, light-headedness, tingling, loss of coordination or sensation, seizures, or sense of disequilibrium.

Objective

Graphesthesia, stereognosis, and rapid alternating movements are normal bilaterally. Cerebella function tests produced normal results. DTRs 2+ and equal bilaterally in upper and lower exremities. Decreased sensation to monofilament in bilateral plantar surfaces.

Strength 5/5 bilateral upper and lower extremities. Normal graphesthesia, stereognosis, and rapid alternating movements bilaterally. Tests of cerebellar function normal. DTRs 2+ and equal bilaterally in upper and lower extremities. Decreased sensation to monofilament in bilateral plantar surfaces.

Skin, Hair & Nails

Student DocumentationModel Documentation

Subjective

Reports that the oral contraceptives have led to improved acne. Skin has stopped darkening at the neck region and facial and body hair has improved. She reports few moles but no other hair or nail changes.

Reports improved acne due to oral contraceptives. Skin on neck has stopped darkening and facial and body hair has improved. She reports a few moles but no other hair or nail changes.

Objective

Pustules on the face are scattered whilst the upper lip ha facial hair. The posterior neck has acanthosis nigricans. Nails are free of ridges or abnormalities.

Scattered pustules on face and facial hair on upper lip, acanthosis nigricans on posterior neck.

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PHI 413 Topic 2 God, Humanity, And Human Dignity Topic 2: God, Humanity, And Human Dignity

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Objectives:

1. Explain the Christian view of the nature of human persons. 2. Compare the Christian view of intrinsic human value and dignity in contrast to secular views of personhood. 3. Evaluate how the concept of intrinsic human dignity is applied in the process of ethical decision-making.

Assessments

Topic 2 DQ 1 (275 WORDS, 3 REFERENCES) What is the Christian concept of the imago Dei? How might it be important to health care, and why is it relevant? Topic 2 DQ 2 (275WORDS, 3 REFERENCES)

According to your worldview, what value does a human person have? How does your position affect your stance on controversial bioethical issues, such as abortion, designer babies, and stem cell research?

Assignment: Case Study on Moral Status (3 pages, 5 references) SUBMIT ASSIGNMENT

Assessment Description Based on “Case Study: Fetal Abnormality” and the required topic Resources, write a 750-1,000-word reflection that answers the following questions:

1. What is the Christian view of the nature of human persons, and which theory of moral status is it compatible with? How is this related to intrinsic human value and dignity?

2. Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? What from the case study specifically leads you to believe that they hold the theory you selected?

3. How does the theory determine or influence each of their recommendations for action?

4. What theory do you agree with? Why? How would that theory determine or influence the recommendation for action?‎

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Remember to support your responses with the topic Resources.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

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PHI-413V Christian concept of the imago Dei and worldview essay

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1. What is the Christian concept of the imago Dei? How might it be important to health care, and why is it relevant?

2. According to your worldview, what value does a human person have? How does your position affect your stance on controversial bioethical issues, such as abortion, designer babies, and stem cell research?

PHI-413V Topic 1 Overview Foundational Issues in Christian Spirituality and Ethics

Introduction Welcome to Grand Canyon University’s course on Ethical and Spiritual Decision-Making in health care.

Some students may be apprehensive and object to taking this course because they feel such a course is not necessary for their major.

PHI-413V Christian concept of the imago Dei and worldview essay Yet Grand Canyon University has a long-standing Christian heritage, meaning that our Christian faith is fundamental to all that we do.

We want all students to feel welcome here, regardless of their religion or beliefs, but we also want all students to at least understand the Christian worldview and be challenged to think carefully about the deeper questions of life. In addition, this course serves several key purposes for training in health care.

First, it is important to understand that many of the foundational beliefs that the fields of medicine and health care take for granted (such as the intrinsic dignity and value of all human beings, regardless of race, gender, religion, socioeconomic status, etc.) are deeply held Christian values that come from the Christian worldview and have shaped the practice of medicine for almost 2,000 years.

Second, all human beings hold beliefs, live, and act in the context of their worldview. All decisions, including health care decisions, that human beings make are informed by their most deeply held values and beliefs which comprise a person’s worldview.

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Thus, it is important to understand how a patient’s worldview will shape their decision-making and values in health care. Third, decision-making in health care often times involves ethical decisions about right or wrong, and it is crucial for health care practitioners to have an understanding of the nature of ethical decision-making, as well as some practical training.

Fundamentally, this course is about how the Christian worldview approaches various issues and questions in health care.

In understanding the Christian worldview, one will also come to learn how different worldviews might approach the same questions.

Some students may be unsure what their worldview is or have a worldview that is very different from Christianity and wonder how they will fit into such a class.

Everyone has a mixture of beliefs that make him or her unique. Please be assured that the goal is to help each student feel comfortable interacting with other students and to have a positive experience.

The College of Theology and instructors hope to encourage critical thinking about one’s worldview and purpose in life.

This is an opportunity to think about what you believe, challenge your assumptions, learn from others, and move forward on your unique life journey.

Throughout this course, you will be seeking wisdom. And from the Christian worldview, all wisdom comes from God.

This is why James, the brother of Jesus, wrote in his letter, “If any of you lacks wisdom, let him ask God, who gives generously to all without reproach, and it will be given him” (James 1:5 NIV).

Understanding what a worldview is, and in particular the elements of Christian worldview, will help one understand the foundations of Christian spirituality and ethics. PHI-413V Christian concept of the imago Dei and worldview essay What Is a Worldview?

The following definitions are helpful: • “A set of assumptions or beliefs about reality that affect how we think and how we live” (Cosgrove, 2006, p. 19). • “The comprehensive perspective from which we interpret all of reality” (Keller, 2012, p. 157).

Worldview is often described as a set of lenses through which we view the world. As a descriptive lens, our worldview influences our perception of the world. What is true? What is reality?

As a prescriptive lens, our worldview influences our evaluation of what is true.

What does it mean? How should we live?

One may readily see that if one views the nature of the universe as consisting of only physical matter and energy, then that person’s understanding of the meaning of life and how we should live will likely be far different from one whose perception of the universe includes a spiritual realm where life continues after death and goodness is rewarded.

While it is true that all people have their own private worldviews with values and beliefs that have been shaped by culture, education, experiences, and relationships, it is also valuable to speak of shared worldviews, those foundational assumptions or beliefs that many people hold in common.

For the sake of this course, the course content will be reduced from the many-shared worldviews to three basic worldview families.

What Are the Three Basic Worldview Families?

Though there are many different worldviews, for the purpose of this course they have been simplified into three basic worldview families. ]

There are many variations within these families. PHI-413V Christian concept of the imago Dei and worldview essay

Atheism Atheism is the worldview of those who believe only in what their senses can detect— only what may be analyzed and understood in a scientific laboratory. This view believes in no God or spiritual realm.

The cosmos consists of only the natural or physical realm of matter and energy. Other names often associated with this worldview family are naturalism and secular humanism.

Most whose worldview values and behavior are aligned with atheism prefer to be considered agnostics.

These are uncertain of the existence of God, skeptical for the most part, yet open to the possibility.

Pantheism Pantheism is the worldview of spiritualism, the belief that “all is God” as the word implies. Pantheists believe in a spiritual realm, but no relational God who has revealed himself to humanity and is actively involved in the lives of those who believe in him.

This worldview family consists of the Eastern religions of Hinduism and Buddhism, as well as the more eclectic Western belief known as New Age.

Pantheists typically embrace an impersonal oneness of which all humans may become a part, becoming godlike themselves as they reach higher levels of spirituality.

Theism Theism, or monotheism, is the worldview of the three major religions, Judaism, Christianity, and Islam.

Though these three have huge differences rendering them incompatible with each other, they do nonetheless have some similarities.

Theists all believe in a single, personal, and relational God who is the creator and sustainer of all that exists. They all likewise believe in absolute truth and morality, and an afterlife.

The focus of this course is Christianity, so the course will be comparing these three worldviews: atheism, pantheism, and Christianity.

Another common worldview name, deism, is somewhat of an enigma—having a basic belief in God, but a God who is not relational or involved in human life.

So although falling under the broad category of theism, deists may effectively live as atheists. Many people have complex worldviews that are a mix of various beliefs from the major worldview families.

PHI-413V Christian concept of the imago Dei and worldview essay

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In the same way that Christian spirituality finds its foundations in the reality of the triune God of the Bible, ethics also has its foundations in God.

Ethics, broadly speaking, is the study of good and bad, right and wrong. Every worldview has to explain the foundations of ethics (in line with worldview question #5 above) such that it explains the basis of what counts as good and bad, right or wrong.

In the Christian worldview, there is a God who exists and has created the world with a moral structure and purpose such that what is truly right and good is a reflection of God’s character.

God’s own holy, loving and perfect character is the standard of right and wrong. Badness or what is wrong is then defined as anything that is contrary to God’s character, his will, or to his design and purpose for his creation.

The Bible reveals what God’s character is like. Exodus 34:6-7 says, The LORD, the LORD, the compassionate and gracious God, slow to anger and abounding in love and faithfulness, maintaining love to thousands, and forgiving wickedness, rebellion and sin.

Yet he does not leave the guilty unpunished; he punishes the children and their children for the sin of the parents to the third and fourth generation.

Similarly, 1 John 4:7-9 says, Dear friends, let us love one another, for love comes from God. Everyone who loves has been born of God and knows God.

Whoever does not love does not know God, because God is love. This is how God showed his love among us: He sent his one and only Son into the world that we might live through him.

Psalm 18:30 declares, “As for God, his way is perfect: The LORD’s word is flawless; he shields all who take refuge in him.” Many more verses could be surveyed, but the Bible makes clear that God is perfectly good and holy.

Knowing right and wrong then will mean knowing that which accords to God’s character. Right or wrong can be discovered in multiple ways.

It can be discovered in God’s creation by examining the natural world or by the use of human reason. In this way, one discovers God’s design for the way things are supposed to be by examining what is built into creation; this is often referred to as “natural law.” For example, one can know by means of reason and observation that murder is wrong or that a broken bone is bad and not the way it is supposed to be.

Conversely, one might come to know that feeding the homeless is good, and loving one’s spouse is right. One does not need to be religious or even believe in God to be able to know propositions of “natural law.” Nevertheless, the Christian worldview holds that these truths are built into the world by God.

Second, right or wrong can be discovered by reading the Bible or looking at the example of Jesus Christ.

The Bible reveals God’s commands and principles such as the Ten Commandments or the teachings of Jesus on the sermon on the mount. In addition, the Bible provides us with examples of virtuous people.

The perfect man and moral exemplar (though much more than only a man and an exemplar) in the Christian tradition is Jesus Christ himself.

The Christian is to not only obey God’s commands, but to be transformed into the kind of person that reflects the character of God.

Jesus Christ is the perfect representation of such a life; Christians, thus, ought to embody the virtues and character of Jesus himself.

The attaining of these virtues will not only be a matter of intellectual knowledge of right and wrong, but an active surrender and transformation by means of God’s own Holy Spirit.

The wisdom to navigate all the complexities of ethical decision-making will be a consequence of a person’s character and the active guidance of the Holy Spirit. PHI-413V Christian concept of the imago Dei and worldview essay Knowledge of God, Knowledge of Ethics

A key component of the foundations of Christian spirituality and ethics as described above is the view that people can have genuine knowledge of God and knowledge of right and wrong.

A few observations about the word knowledge need to be considered. First, by knowledge we mean the opposite of mere opinion.

Knowledge is more than just an educated guess; it is being in touch with the real world as it really is. Thus, knowledge in this sense is not merely subjective, but is rather an objective description of reality.

For example, the proposition “the earth is round” is an objectively true description of reality, even if some people happen to subjectively deny that the earth is round. Subjective beliefs may be true or false.

What would make subjective beliefs true would be if they matched the real objective world. Fundamentally, knowledge is the possession and awareness of truth.

There are two philosophies, however, that stand in contrast to the Christian belief that one can have knowledge of God and knowledge of right and wrong, namely scientism and postmodernism.

These two philosophies are very influential in today’s society, although they are not compatible with the Christian worldview.

It is important to understand these philosophies because not only are they not compatible with the Christian worldview, they arguably have negative effects on the practice of medicine and health care.

Scientism Although the term scientism has the word science in it, it is crucial to recognize that (1) scientism is not the same thing as (2) science.

In the Christian worldview, science is a great and good thing.

In fact, the Christian worldview has always encouraged careful investigation of the natural world.

In the Christian worldview, medical technology is considered a good gift from God insofar as God has created the kind of world that has a structure that can be discovered and manipulated to bring about the good of human beings (Rae & Cox, 1999).

Scientism, however, is not compatible with the Christian worldview. Scientism is the belief that the best or only way to have any knowledge of reality is by means of the sciences (Moreland & Craig, 2003, pp. 346-350).

In other words, if something is not known scientifically then it is not known at all, and the only way to hold true beliefs about anything is to know them scientifically.

That may sound reasonable and even commonsense, but there are two problems with scientism: (1) scientism is a self-refuting philosophy, and (2) science has clear limits.

First, if the only way to have true beliefs is through science, then the thesis of scientism itself (“the only way to have any knowledge of the world”) could not be true because it cannot be proven scientifically.

Thus, the thesis of scientism fails its own truth test. Scientism’s thesis is, in fact, a philosophical statement.

Philosophers call such propositions self-refuting because they invalidate themselves by definition, similarly to someone claiming, “I cannot speak a word of English.”

Second, while science is a powerful way of gaining knowledge of the natural world, science is limited and is not the only way of gaining knowledge.

Consider the following two limitations of science (though there are many others); science cannot tell us anything about (1) ethics or (2) how one ought to use the results of science (University of California Museum of Paleontology, n.d.).

Science is wonderful and describes the way things are, but it has no authority to tell us what we ought to do morally.

Science cannot tell me whether or not I ought to love my spouse, keep my promises, or give to the poor.

Even when it comes to ethical issues that involve science, science cannot determine what the right thing to do would be.

For example, science might be able to describe the nasty effects of a terminal disease on a person or explain the state of a person’s brain if that person is in a vegetative state.

However, science cannot determine whether euthanasia or physician-assisted suicide is good, bad, right, or wrong. Science also cannot determine how scientific data and results ought to be used.

Science might enable the discovery of chemical processes or structures, but should the results be used for creating biotechnology to engineer human DNA?

Should the results of scientific research be used to create bioweapons for military purposes? Such questions are beyond the bounds of what science can answer.

Remember scientism is NOT science; it is a philosophical thesis that claims that science is the only methodology to gain knowledge and that every other claim to knowledge is either mere opinion or false.

However, as Nicholas Rescher remarks, “to take this stance [of scientism] is not to celebrate science but to distort it” (as cited in Moreland & Craig, 2003).

Postmodern Relativism

Postmodernism is a broad philosophical position that claims that there is no such thing as truth or an objective reality that can be known.

A common way in which postmodernism is expressed is through a view called relativism. Relativism is the view that there is no such thing as truth in the common sense of that concept.

Every claim about the nature of reality is simply relative to either an individual or a society/culture. Another way to put this is to say that truth is invented by people (whether it is individuals or entire societies) instead of being discovered.

According to this way of thinking, there is not genuine truth to be had or known, only subjective opinions or beliefs. While certain questions are no doubt matters of subjective opinion, such as “what is the best flavor of ice cream?” or “what is the proper way to shake hands?” not all questions are.

This is most clearly seen when we consider moral or ethical propositions about right or wrong. It would be a serious mistake to claim that the propositions “murder is wrong” or “racism is evil” are mere subjective matters of opinion. However, that is what relativism implies.

If all truth including morality is simply a human invention, then there is no standard for genuine truth, and it follows that there is no genuine right or wrong. However, this is certainly false.

Whether or not the Nazi party, made up of thousands of individuals, believed that killing 6 million Jews was a good thing, we have to say without any hesitation that they were genuinely wrong. But it is not possible to be wrong unless there is genuine objective truth to be known.

Both scientism and postmodern relativism are incompatible with the foundations of Christian spirituality and ethics.

The Christian worldview holds science in high regard and accepts it as one of the most powerful communal ways of obtaining knowledge about the world. However, contrary to scientism, the Christian worldview does not accept science as the only way of knowing things about the world.

Secondly, contrary to postmodern relativism, the Christian worldview holds that genuine objective knowledge of God and of right and wrong is possible.

It follows then that who God is and what is right and wrong are not merely matters of subjective opinion, but genuine truths to be discovered.

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Conclusion The foundations discussed above provide the framework for Christian ways of ethical and spiritual decision-making in health care. It is important to understand therefore that the Christian way of ethical and spiritual decision-making is distinct from other worldviews and is not the same as Buddhist, Muslim, or even atheist ways of ethical and spiritual decision-making.

It is not fair or respectful to paint all religions or worldviews with the same brush under the heading of “spirituality” and ignore the differences. Topic 2 will discuss a foundational principle to the practice of medicine and health care, as well as bioethics namely, the principle of respect for persons.

The Christian worldview goes even further and states all human beings are made in the image of God and therefore have intrinsic value and are worthy of dignity and respect. Topic 3 will discuss the field of bioethics and introduce some of the main methodologies of ethical decision-making in health care.

The focus in this section will be on the methodology called principlism which stresses the application of four moral principles to all ethical decisions in health care. Prinipalism will be used and interpreted in light of the Christian worldview and the overarching narrative presented in the Bible.

Topic 4 will briefly introduce issues of death, dying, and grief. The focus will be on ethical issues at the end of life and the Christian worldview regarding death in light of the biblical narrative and the hope of resurrection inaugurated by the person and work of Jesus Christ. Topic 5 will conclude with discussion about the facilitating of ethical and spiritual decision-making for patients, and the practical application of the principles and tools introduced in this course.

References Cosgrove, M. P. (2006). Foundations of Christian thought: Faith, learning, and the Christian worldview. Grand Rapids, MI: Kregel. Keller, T. (2012). Every good endeavor: Connecting your work to God’s work. New York, NY: Dutton. Moreland, J. P., & Craig, W. L. (2003). Philosophical foundations for a Christian worldview. Downers Grove, IL: IVP Academic. Puchalski, C., Ferrell, B., Virani, R., Otis-Green, S., Baird, P., Bull, J., … Sulmasy D. (2009). Improving the quality of spiritual care as a dimension of palliative care: The report of the consensus conference. Journal of Palliative Medicine, 12(10), 885-904. Rae, Scott B., & Cox, P. M. (1999). Bioethics: A Christian approach in a pluralistic age. Grand Rapids, MI: Wm. B. Eerdmans Publishing Co. University of California Museum of Paleontology. (n.d.). Science has limits: A few things that science does not do. Retrieved from https://undsci.berkeley.edu/article/0_0_0/whatisscience_12 © 2019. Grand Canyon University. All Rights Reserved. PHI-413V Christian concept of the imago Dei and worldview essay

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PHI-413V-RS-T3T5 Case Study Healing And Autonomy.

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In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about \”Case Study: Healing and Autonomy\” as the basis for your responses in this assignment.

Answer the following questions about a patient\’s spiritual needs in light of the Christian worldview.

In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient\’s autonomy? Explain your rationale.

In 400-500 words, respond to the following:

How ought the Christian think about sickness and health? How should a Christian think about medical intervention?

What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James\’s care?

In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care?

Remember to support your responses with the topic study materials.

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This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

BS in Health Sciences 1.2; BS Nursing (RN to BSN ) 5.2

Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

Attachments PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy.docx RUBRIC Attempt Start Date: 13-Sep-2021 at 12:00:00 AM

Due Date: 19-Sep-2021 at 11:59:59 PM Maximum Points: 200.0

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PHI 413V Topic 2 Assignment Moral Status Case Study - Fetal Abnormality

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PHI 413V Topic 2 Assignment Moral Status Case Study - Fetal Abnormality

Topic 2 Assignment - Moral Status Case Study - Fetal Abnormality ---------

Case Study: Fetal Abnormality (Moral Status Essay)

Based on “Case Study: Fetal Abnormality\” and other required topic study materials, write a 750-1,000-word reflection that answers the following questions:

What is the Christian view of the nature of human persons, and which theory of moral status is it compatible with?

How is this related to the intrinsic human value and dignity?

Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus?

What from the case study specifically leads you to believe that they hold the theory you selected? Case Study: Fetal Abnormality (Moral Status Essay).

How does the theory determine or influence each of their recommendations for action?

What theory do you agree with? Why? How would that theory determine or influence the recommendation for action?

Remember to support your responses with the topic study materials.

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This assignment uses a rubric.

Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Case Study: Fetal Abnormality

Jessica is a 30-year-old immigrant from Mexico City.

She and her husband Marco have been in the United States for the last three years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own.

They are both hard workers. Jessica works 50 hours a week at a local restaurant and Marco has been contracting side jobs in construction.

Six months before their move to an apartment, Jessica finds out she is pregnant.

Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching hospital. A preliminary ultrasound indicates a possible abnormality with the fetus.

Further scans are conducted, and it is determined that the fetus has a rare condition in which it has not developed any arms and will not likely develop them.

There is also a 25% chance that the fetus may have Down syndrome.

Dr. Wilson, the primary attending physician, is seeing Jessica for the first time, since she and Marco did not receive earlier prenatal care over concerns about finances.

Marco insists that Dr. Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself when she is emotionally ready for the news.

While Marco and Dr. Wilson are talking in another room, Aunt Maria walks into the room with a distressed look on her face.

She can tell that something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of the room wailing loudly and praying aloud.

Case Study: Fetal Abnormality (Moral Status Essay).

Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation to Jessica as his patient and that she has a right to know the diagnosis of the fetus.

He furthermore is intent on discussing all relevant factors and options regarding the next step, including abortion.

Marco insists on taking some time to think of how to break the news to Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband that such a choice is not his to make.

Dr. Wilson proceeds back across the hall, where he walks in on Aunt Maria awkwardly praying with Jessica and phoning the priest.

At that point, Dr. Wilson gently but briefly informs Jessica of the diagnosis and lays out the option for abortion as a responsible medical alternative, given the quality of life such a child would have. Jessica looks at him and struggles to hold back her tears.

Jessica is torn between her hopes of a better socioeconomic position and increased independence, along with her conviction that all life is sacred.

Marco will support Jessica in whatever decision she makes but is finding it difficult not to view the pregnancy and the prospects of a disabled child as a burden and a barrier to their economic security and plans.

Dr. Wilson lays out all of the options but clearly makes his view known that abortion is “scientifically” and medically a wise choice in this situation.

Aunt Maria pleads with Jessica to follow through with the pregnancy and allow what “God intends” to take place and urges Jessica to think of her responsibility as a mother.

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Week Nine Assignment : Self-Assessment of Leadership Skills

Week Nine Assignment Detailed Instructions

Assignment: Leadership Assessment

What personal strengths do you have that would make you an effective nurse leader? What potential gaps might you need to address to improve your ability to be an effective nurse leader?

As a future DNP-prepared nurse, you will be called upon as a leader in your field, a leader in your practice, and a leader in your organization. Throughout your program of study, you will develop the skills, strategies, and knowledge to not only harness this role successfully but to do so at a high level of achievement and performance.

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However, everyone must acknowledge both their own strengths and weaknesses, as a leader, and identify potential areas of improve to enhance these capabilities.

Assignment: (5) pages

To Prepare:

Review the nurse leadership competencies presented in the Learning Resources for this week.

Reflect on these competencies, and consider your strengths and potential gaps in relation to these competencies.

Consider potential goals for your leadership development in relation to the nurse leadership competencies presented.

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The Assignment: (4–5 pages)

Explain your self-assessment in relation to the nurse leadership competencies. Be sure to identify your strengths and potential gaps in relation to these competencies.

Describe at least four goals for nurse leadership development that you would like to pursue, given the results of your self-assessment. Be specific.

Explain why these goals are pertinent to your development as a nurse leader. How will developing these leadership competencies support your healthcare organization or nursing practice? Be specific.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.

Grading Rubric:

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Learning Resources to use for references provided by instructor and school. Please use it first; if you need to go outside, it's ok.

https://www.ache.org/about-ache/our-story/our-commitments/policy-statements/healthcare-executives-role-in-ensuring-quality-and-safety

https://www.aonl.org/resources/nurse-leader-competencies

https://search.proquest.com/scholarly-journals/training-leaders-culture-quality-safety/docview/2202726368/se-2?accountid=14872

http://www.healthcareleadershipalliance.org/

https://search.proquest.com/scholarly-journals/designing-pilot-testing-leadership-intervention/docview/2241967041/se-2?accountid=14872

https://www.jointcommission.org/-/media/deprecated-unorganized/imported-assets/tjc/system-folders/topics-library/sea_57_safety_culture_leadership_0317pdf.pdf?db=web&hash=10CEAE0FD05B6C3A4A1F040F7B69

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NURS-FPX6004A2 Instructions: Policy Proposal

NURS-FPX6004A2 Instructions: Policy Proposal Policy Proposal 4 References, 5 Pages long Write a 4-6-page policy proposal and practice guidelines for improving quality and performance associated with the benchmark metric underperformance you advocated for improving in Assessment 1.

Introduction In advocating for institutional policy changes related to local, state, or federal health care laws or policies, health leaders must be able to develop and present clear and well-written policy and practice guideline proposals that will enable a team, a unit, or an organization as a whole to resolve relevant performance issues and bring about improvements in the quality and safety of health care. This assessment offers you an opportunity to take the lead in proposing such changes.

As a master's-level health care practitioner, you have a valuable viewpoint and voice to bring to discussions about policy development, both inside and outside your care setting. Developing policy for internal purposes can be a valuable process toward quality and safety improvement, as well as ensuring compliance with various health care regulatory pressures.

This assessment offers you an opportunity to take the lead in proposing such changes. Propose organizational policy and practice guidelines that you believe will lead to an improvement in quality and performance associated with the benchmark underperformance you advocated for improving in Assessment 1. Be precise, professional, and persuasive in demonstrating the merit of your proposed actions.

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

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

In addition, be sure to note the requirements for document format and length and for supporting evidence. • Explain the need for creating a policy and practice guidelines to address a shortfall in meeting a benchmark metric prescribed by local, state, or federal health care policies or laws. • What is the current benchmark for the organization and the numeric score for the underperformance? • How is the benchmark underperformance potentially affecting the provision of quality care or the operations of the organization? • What are the potential repercussions of not making any changes?  What evidence supports your conclusions? • Recommend ethical, evidence-based practice guidelines to improve targeted benchmark performance prescribed by applicable local, state, or federal health care policy or law. o What does the evidence-based literature suggest are potential strategies to improve performance for your targeted benchmark? o How would these strategies ensure performance improvement or compliance with applicable local, state, or federal health care policy or law? o How would you propose to apply these strategies in the context of Eagle Creek Hospital or your own practice setting? o How can you ensure these strategies are ethical and culturally inclusive in their application? • Analyze the potential effects of environmental factors on your recommended practice guidelines. o What regulatory considerations could affect your recommended guidelines? o What resources could affect your recommended guidelines (staffing, financial, and logistical considerations, or support services)? • Explain why particular stakeholders and groups must be involved in further development and implementation of your proposed policy and practice guidelines. o Why is it important to engage these stakeholders and groups? o How can their participation produce a stronger policy and facilitate its implementation? • Organize content so ideas flow logically with smooth transitions. o Proofread your proposal, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your proposal. • Use paraphrasing and summarization to represent ideas from external sources. o Be sure to apply correct APA formatting to source citations and references.

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Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like: • Assessment 2 Example [PDF]. Policy Proposal Format and Length It may be helpful to use a template or format for your proposal that is used in your current organization. The risk management or quality department could be a good resource for finding an appropriate template or format. If you are not currently in practice, or your organization does not have these resources, many appropriate templates are freely available on the Internet. Your policy should be succinct (about one paragraph). Overall, your proposal should be 4–6 pages in length. Supporting Evidence Cite 3–5 references to relevant research, case studies, or best practices to support your analysis and recommendations. Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated. Portfolio Prompt: You may choose to save your policy proposal to your ePortfolio.

Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: • Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice. • Analyze the potential effects of environmental factors on recommended practice guidelines. • Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations. • Recommend ethical, evidence-based practice guidelines to improve targeted benchmark performance prescribed by applicable local, state, or federal health care policies or laws. • Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations. • Explain the need for creating a policy to address a shortfall in meeting a benchmark metric prescribed by local, state, or federal health care policies or laws. • Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces. • Explain why particular stakeholders and groups must be involved in further development and implementation of a proposed policy and practice guidelines. • Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella's writing standards. • Organize content so ideas flow logically with smooth transitions. • Use paraphrasing and summarization to represent ideas from external sources.

Policy Proposal Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Explain the need for creating a policy and practice guidelines to address a shortfall in meeting a benchmark metric prescribed by local, state, or federal health care policies or laws. Does not explain the rationale for a policy and practice guidelines addressing benchmark underperformance.

Explains the rationale for a policy and practice guidelines addressing benchmark underperformance, irrespective of a particular need. Explains the need for creating a policy and practice guidelines to address a shortfall in meeting a benchmark metric prescribed by local, state, or federal health care policies or laws.

Explains the need for creating a policy and practice guidelines to address a shortfall in meeting a benchmark metric prescribed by local, state, or federal health care policies or laws. Clearly articulates the effects of benchmark underperformance and draws sound conclusions about the potential repercussions of inaction, based on credible evidence.

Recommend ethical, evidence-based practice guidelines to improve targeted benchmarked performance prescribed by applicable local, state, or federal health care policies or laws. Does not recommend practice guidelines to improve targeted benchmarked performance prescribed by applicable local, state, or federal health care policies or laws. Recommends practice guidelines to improve targeted benchmarked performance prescribed by applicable local, state, or federal health care policies or laws.

Recommends ethical, evidence-based practice guidelines to improve targeted benchmarked performance prescribed by applicable local, state, or federal health care policies or laws. Recommends ethical, evidence-based practice guidelines to improve targeted benchmarked performance prescribed by applicable local, state, or federal health care policies or laws. Provides clear and compelling justification, substantiated by credible evidence, for applying ethical and culturally inclusive performance improvement strategies.

Analyze the potential effects of environmental factors on recommended practice guidelines. Does not identify environmental factors that can affect recommended practice guidelines. Identifies environmental factors that can affect recommended practice guidelines. Analyzes the potential effects of environmental factors on recommended practice guidelines.

Analyzes the potential effects of environmental factors on recommended practice guidelines. Identifies clear cause-and-effect relationships and the influence of those factors on specific recommendations. Explain why particular stakeholders and groups must be involved in further development and implementation of a proposed policy and practice guidelines.

Does not explain why particular stakeholders and groups must be involved in further development and implementation of a proposed policy and practice guidelines. Identifies stakeholders and groups who are not the most logical choices to be involved in further development and implementation of a proposed policy and practice guidelines.

Explains why particular stakeholders and groups must be involved in further development and implementation of a proposed policy and practice guidelines. Provides a perceptive and succinct explanation of why particular stakeholders and groups must be involved in further development and implementation of a proposed policy and practice guidelines. Offers clear and convincing rationale for stakeholder and group engagement and how it strengthens policy and facilitates changes in practice.

Organize content so ideas flow logically with smooth transitions. Does not organize content for ideas to flow logically with smooth transitions. Organizes content with some logical flow and smooth transitions. Organizes content so ideas flow logically with smooth transitions. Organizes content so clarity is enhanced and all ideas flow logically with smooth transitions.

Use paraphrasing and summarisation to represent ideas from external sources. Incorporates plagiarized information. Paraphrasing or summarization is awkward, inaccurate, or borders on plagiarism.

Uses paraphrasing and summarization to represent ideas from external sources. Uses concise, paraphrasing or summarization to accurately represent ideas from external sources.

Exhibits an insightful interpretation and synthesis of credible sources.

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Evaluation Title: Popular Culture, Politics and New Media

Analyze: News Media Impact

Evaluation Title: Popular Culture, Politics and New Media For this week’s assignment, you will be considering how news media coverage affects public perceptions of issues in the news. You will be selecting a current event in the news and you will read three news articles related to the same event: One from the United States and two from other countries that also reported on the same event.

The presentation should include the following:

Identification of the current event chosen along with identification of the three news articles. Include the full APA citation for each article, including the date it was published and the country it was reported in, and a URL/web link to each source.

Include screenshots of the first page of each article in your presentation.

Compare the similarities and differences between the articles in the facts, perspectives of the reporter (tone, opinions shared, etc.). Consider the way images were used in the article or whether you can detect the reporter’s bias/position in relation to the issue.

Discuss your perceptions of the current event before and after reading the news articles. Did your opinion or perception of the event/issue change after reading three articles about it?

In the presentation:

Provide speaker’s notes or a voice over on the PowerPoint to accompany each slide. If you choose speaker’s notes, the total word count of your notes should be 1000-1200 words. If you choose to create a voice-over recording your presentation should be 5-7 minutes long. Include a title slide and include your references page in APA format on the last slide of the presentation.

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Submit:

A 10-12 slide PowerPoint presentation or Prezi that answers the questions posed above. Include speaker notes or a voice-over, images, and videos where applicable. If you choose the voice-over option, upload your recording web link (URL).

Tips on locating articles to use for this assignment:

Choose a current event or issue that you are familiar with in the news today.

First: Go to an American news source (such as CNN) and find an article related to the event/issue. Second: Consider what two countries’ news you should look for the issue in. It’s best to select countries that have a social or political interest in the story, countries that are nearby geographically to the news issue, or even countries that are close allies of the country the story relates to. Third: Locate an English language news source for each country by searching online for “English Language news in [country name]”. For example: If you chose a story related to North Korea’s attempts to test nuclear bombs, you might choose China (North Korea’s main ally) and South Korea (North Korea’s main enemy) as two additional countries to read about the event in.

Fourth: Once you locate an English language news source for that country, locate an article on the same current event and/or global issue. It’s a good idea to choose an article with a publication date close to your American article to be sure that the same event is being discussed. Fifth: Repeat the previous step for your third article.

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Multicultural Patient Education, Illiteracy, And Effective Communication

Topic 3 DQ 1

Culture is the characteristics and shared ideas of attitudes, values, beliefs, and behaviors by a group of people (Nielsen-Bohlman et al., 2004). Patients’ belief could affect their health care decision (Falvo, 2011).

Cultural misunderstanding between patients and providers contributes to patient dissatisfaction and poor quality of care. Cultural competence is the ability to understand and interact with patients from different cultures. To provide patient education regarding cultural competence, the nurses should understand patients’ culture including language, family, beliefs, and cultural differences.

Language includes low health literacy and limited English proficiency. The nurses should offer an interpreter to break any communication barriers and provide education material at a sixth-grade or lower reading level.

Family members play vital roles in patient education including contribution to decision-making, following treatment recommendations, and quality of care. The health care professionals should be aware of the patient's family members who could affect patient care.

The nurses should include family members during patient education. So that, family members could understand patients’ conditions and cooperate with the treatment regimen.

Overall, health care professionals should separate their own cultural beliefs so they could tailor with patients’ cultures. It could make them to better understand patients’ culture in order to provide high-quality health care

Discuss a patient of another culture. How can the health care professional communicate in presenting patient education? Consider language, family, cultural differences, and method of communication.

Using 200-300 words APA format with at least two references. Sources must be published within the last 5 years

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Professional Development of Nursing Professionals

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Professional Development of Nursing Professionals

Assessment Description

Review the National Academy of Medicine's 2021 report, "The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity," located in the topic Resources.

Write a 750‐1,000-word paper discussing the influence of the report on nursing practice. Include the following:

Review the recommendations of The National Academy of Medicine 2021 report and explain why health equity is significant in this report.

Define social determinants of health. Discuss one of the determinants and how this impacts health equity.

Describe the role nurses have in improving health equity and impacting social needs.

Discuss the significance of self-care to decrease nursing burnout. What self-care and evidence-based strategies are available for nurses to maintain personal and spiritual health?

You are required to cite a minimum of three sources to complete this assignment. Sources must be appropriate for the assignment and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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You are required to submit this assignment to LopesWrite.

REFERENCES MUST BE 2017-2022

RUBRIC

Professional Development of Nursing Professionals - Rubric

Rubric Criteria

Criteria Description

The Significance of Health Equity in the National Academy of Medicine 2021 Report

An explanation of why health equity is significant in this report is comprehensive, detailed, and accurate.

Social Determinants of Health

Criteria Description

Social Determinants of Health

Definition of the social determinants of health is comprehensive, detailed, and accurate. One of the social determinants is comprehensively discussed, including a thorough look at how it impacts health equity.

Role of the Nurse in Improving Health Equity and Impacting Social Needs

Criteria Description

Role of the Nurse in Improving Health Equity and Impacting Social Needs

A comprehensive, detailed, and accurate description of what role nurses have in improving health equity and impacting social needs is included.

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Significance of Self-Care for Nursing Burnout and Strategies for Personal and Spiritual Health

Discussion of the significance of self-care to decrease nursing burnout is comprehensive, detailed, and well thought out. A comprehensive and well executed explanation describes self-care and evidence-based strategies available for nurses to maintain personal and spiritual health.

Thesis, Position, or Purpose

Criteria Description

Communicates reason for writing and demonstrates awareness of audience.

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Development, Structure, and Conclusion

Criteria Description

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

Evidence

Criteria Description

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Mechanics of Writing

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Format/Documentation

Criteria Description

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

No errors in formatting or document are present.

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MSN-FP6016 Capella University Adverse Event in Healthcare https://mynursingessaypapers.com/2022/06/08/msn-fp6016-capel…nt-in-healthcare/ ‎

MSN-FP6016 Capella University Adverse Event in Healthcare

Write a comprehensive analysis (5-7 pages) of an adverse event or near miss from your nursing experience. Integrate research and data on the event to propose a quality improvement (QI) initiative to your current organization.

Introduction Health care organizations strive to create a culture of safety. Despite technological advances, quality care initiatives, oversight, ongoing education and training, legislation, and regulations, medical errors continue to be made. Some are small and easily remedied with the patient unaware of the infraction. Others can be catastrophic and irreversible, altering the lives of patients and their caregivers and unleashing massive reforms and costly litigation. Many errors are attributable to ineffective interprofessional communication.

This assessment’s goal is to address a specific event in a health care setting that impacts patient safety and related organizational vulnerabilities with a quality improvement initiative to prevent future incidents. https://mynursingessaypapers.com/2022/06/08/225 Instructions For this assessment, you will prepare a comprehensive analysis on an adverse event or near miss that you or a peer experienced during your professional nursing career. You will integrate research and data on the event and use this information as the basis for a quality improvement (QI) initiative proposal in your current organization. The following points correspond to the grading criteria in the scoring guide. The subbullets under each grading criterion further delineate tasks to fulfill the assessment requirements. Be sure that your adverse event or near-miss analysis addresses all of the content below. You may also want to read the scoring guide to better understand the performance levels relating to each grading criterion.

Analyze the missed steps or protocol deviations related to an adverse event or near miss. Describe how the event resulted from a patient’s medical management rather than from the underlying condition. Identify and evaluate the missed steps or protocol deviations leading to the event. Explain the extent to which the incident was preventable. Research the impact of the same type of adverse event or near miss in other facilities. Analyze the implications of the adverse event or near miss for all stakeholders. Evaluate the short- and long-term effects on the stakeholders (patient, family, interprofessional team, facility, community). Analyze each stakeholder’s contribution to the event. Analyze the interprofessional team’s responsibilities and actions. Explain what measures each interprofessional team member should have taken to create a culture of safety. Describe any change to process or protocol implemented after the incident. Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety. Analyze the quality improvement technologies put in place to increase patient safety and prevent recurrence of the near miss or adverse event. Determine the appropriateness of the technology application for a specific patient or situation. Research scholarly, evidence-based literature to learn how institutions can integrate solutions to prevent similar events. Incorporate relevant metrics of the adverse event or near-miss incident to support need for improvement. Identify the salient data associated with the adverse event or near miss that is generated from the facility’s dashboard. Note: Dashboard means data generated from the information technology platform that provides integrated operational, financial, clinical, and patient safety data for health care management. Analyze what the relevant metrics show. Explain research or data related to the adverse event or near miss that is available outside of your institution. Compare internal data to external data. Use resources such as the Centers for Disease Control and Prevention (CDC), Agency for Healthcare Research and Quality (AHRQ), Institute for Healthcare Improvement (IHI), and the World Health Organization (WHO). Outline a quality improvement initiative to prevent the recurrence of an adverse event or near miss. Explain, from an evidence-based viewpoint, how your facility now manages or should manage the process or protocol. Evaluate how other institutions addressed similar incidents or events. Analyze QI initiatives developed to prevent similar incidents. Explain why they are successful. Provide evidence of their success. Propose solutions for your selected institution that can be implemented to prevent similar future adverse events or near-miss incidents. Communicate analysis and proposed initiative in a professional, effective manner, writing content clearly and logically, with correct use of grammar, punctuation, and spelling. Integrate relevant sources to support arguments, correctly formatting citations and references using APA style. Example Assessment: You may use the Adverse Event or Near-Miss Analysis Exemplar [PDF] for an idea of what an assessment receiving a proficient or higher evaluation would look like. & https://mynursingessaypapers.com/2022/06/08/225 Additional Requirements Submission length: 5-7 typed, double-spaced pages. Font: Times New Roman, 12 point. Number of references: Cite a minimum of five current scholarly and/or authoritative sources to support your evaluation, recommendations, and plans. Current literature is defined as no older than 5 years unless it is a seminal work. APA formatting: Citations and references must adhere to APA style and formatting guidelines. Consult these resources for an APA refresher: Evidence and APA. APA Module. American Psychological Association. (n.d.). APA style. https://www.apastyle.org/ Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses. Analyze the missed steps or protocol deviations related to an adverse event or near miss. Analyze the implications of the adverse event or near miss for all stakeholders. Evaluate quality improvement technologies related to the event that are required to reduce risk and increase patient safety. Outline an evidence-based quality improvement initiative to prevent an adverse event or near miss. Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures. Incorporate relevant metrics of the adverse event or near-miss incident to support need for improvement. Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care. Communicate analysis and proposed initiative in a professional, effective manner, writing clearly and logically, with correct use of grammar, punctuation, and spelling. Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.

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NHS-FPX4000 Assessment 3 : Analyzing a Current Health Care Problem or Issue

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NHS-FPX4000 Assessment 3 : Analyzing a Current Health Care Problem or Issue

Write a 4-6 page analysis of a current problem or issue in health care, including a proposed solution and possible ethical implications.

Introduction

In your health care career, you will be confronted with many problems that demand a solution. By using research skills, you can learn what others are doing and saying about similar problems. Then, you can analyze the problem and the people and systems it affects. You can also examine potential solutions and their ramifications. This assessment allows you to practice this approach with a real-world problem.

Instructions

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance-level descriptions for each criterion to see how your work will be assessed.

Describe the health care problem or issue you selected for use in Assessment 2 (from the Assessment Topic Areas media piece) and provide details about it.

Use scholarly information to describe and explain the health care problem or issue and identify possible causes for it.

Analyze the health care problem or issue.

Discuss potential solutions for the health care problem or issue.

Explain the ethical principles (Beneficence, Nonmaleficence, Autonomy, and Justice) if potential solution was implemented.

Explore your chosen topic. For this, you should use the first four steps of the Socratic Problem-Solving Approach to aid your critical thinking. This approach was introduced in Assessment 2.

Identify possible causes for the problem or issue.

Identify at least three scholarly or academic peer-reviewed journal articles about the topic.

Review the Think Critically About Source Quality to help you complete the following:

You may find the How Do I Find Peer-Reviewed Articles? library guide helpful in locating appropriate references.

You may use articles you found while working on Assessment 2 or you may search the Capella library for other articles.

You may find the applicable Undergraduate Library Research Guide helpful in your search.

Assess the credibility of the information sources.

Assess the relevance of the information sources.

Describe the setting or context for the problem or issue.

Describe why the problem or issue is important to you.

Identify groups of people affected by the problem or issue.

Provide examples that support your analysis of the problem or issue.ï»¿

Describe what would be required to implement a solution.

Describe potential consequences of ignoring the problem or issue.

Provide the pros and cons for one of the solutions you are proposing.

Describe what would be necessary to implement the proposed solution.

Explain the ethical principles that need to be considered (Beneficence, Nonmaleficence, Autonomy, and Justice) if the potential solution was implemented.

Provide examples from the literature to support the points you are making.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

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Assessment 3 Example [PDF].

Additional Requirements

Your assessment should also meet the following requirements:

Length: 4–6 typed, double-spaced pages, not including the title page and reference page.

Font and font size: Times New Roman, 12 point.

APA tutorial: Use the APA Style Paper Tutorial [DOCX] for guidance.

Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

Using outside sources: Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.

References: Integrate information from outside sources to include at least three scholarly or academic peer-reviewed journal articles and three in-text citations within the paper.

APA format: Follow current APA guidelines for in-text citations of outside sources in the body of your paper and also on the reference page.

Organize your paper using the following structure and headings:

Title page. A separate page.

Introduction. A brief one-paragraph statement about the purpose of the paper.

Elements of the problem/issue. Identify the elements of the problem or issue or question.

Analysis. Analyze, define, and frame the problem or issue.

Considering options. Consider solutions, responses, or answers.

Solution. Choose a solution, response, or answer.

Ethical implications. Ethical implications of implementing the solution.

Implementation. Implementation of the potential solution.

Conclusion. One paragraph.

Competencies Measured:

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

Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.

Competency 2: Apply scholarly information through critical thinking to solve problems in the field of health care.

Competency 3: Apply ethical principles and academic standards to the study of health care.

Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella's writing standards.

Use scholarly information to describe and explain a health care problem or issue and identify possible causes for it.

Analyze a health care problem or issue by describing the context, explaining why it is important and identifying populations affected by it.

Discuss potential solutions for a health care problem or issue and describe what would be required to implement a solution.

Explain the ethical principles (Beneficence, Nonmaleficence, Autonomy, and Justice) if potential solution was implemented

Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

Write following APA style for in-text citations, quotes, and references.

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NHS-FPX4000 Assessment 2 : Applying Research Skills

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NHS-FPX4000 Assessment 2 : Applying Research Skills

Create a 3-5 page annotated bibliography and summary based on your research related to best practices addressing one of the health care problems or issues in the Assessment Topic Areas media piece faced by a health care organization that is of interest to you.

Introduction

In your professional life, you will need to find credible evidence to support your decisions and your plans of action. You will want to keep abreast of best practices to help your organization adapt to the ever-changing health care environment. Being adept at research will help you find the information you need. For this assessment, you will review the Assessment Topic Areas media piece and select one of the health care problems or issues to research, which will be a current health care problem or issue faced by a health care organization that is of interest to you.

Instructions

For this assessment, research best practices related to a current health care problem. Your selected problem or issue will be utilized again in Assessment 3. To explore your chosen topic, you should use the first two steps of the Socratic Problem-Solving Approach to aid your critical thinking.

View the Assessment Topic Areas media piece and select one of the health care problems or issues in the media piece to research. Write a brief overview of the selected topic. In your overview:

Identify peer-reviewed articles relevant to health care issue or problem.

Assess the credibility and explain relevance of the information sources you find.

Analyze academic peer-reviewed journal articles using the annotated bibliography organizational format. Provide rationale for inclusion of each selected article. The purpose of an annotated bibliography is to document a list of references along with key information about each one. The detail about the reference is the annotation. Developing this annotated bibliography will create a foundation of knowledge about the selected topic. In your annotated bibliography:

Summarize what you have learned from developing an annotated bibliography.

Summarize the health care problem or issue.

Describe your interest in the topic.

Describe any professional experience you have with this topic.

Conduct a search for scholarly or academic peer-reviewed literature related to the topic and describe the criteria you used to search for articles, including the names of the databases you used. You will select four current scholarly or academic peer-reviewed journal articles published during the past 3–5 years that relate to your topic.

Use keywords related to the health care problem or issue you are researching to select relevant articles.

Refer to the NHS-FPX4000: Developing a Health Care Perspective Library Guide to help you locate appropriate references.

Determine if the source is from an academic peer-reviewed journal.

Determine if the publication is current.

Determine if information in the academic peer-reviewed journal article is still relevant.

Identify the purpose of the article.

Summarize the information.

Provide rationale for inclusion of each article.

Include the conclusions and findings of the article.

Write your annotated bibliography in a paragraph form. The annotated bibliography should be approximately 150 words (1–3 paragraphs) in length.

List the full reference for the source in APA format (author, date, title, publisher, et cetera) and use APA format for the annotated bibliography.

Make sure the references are listed in alphabetical order, are double-spaced, and use hanging indents.

Summarize what you learned from your research in a separate paragraph or two at the end of the paper.

List the main points you learned from your research.

Summarize the main contributions of the sources you chose and how they enhanced your knowledge about the topic.

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Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Assessment 2 Example [PDF].

Additional Requirements

Your assessment should also meet the following requirements:

Length: 3–5 typed, double-spaced pages, not including the title page and reference page.

Font and font size: Times New Roman, 12 point.

APA tutorial: Use the APA Style Paper Tutorial [DOCX] for guidance.

Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

Content: Provide a title page and reference page following APA style.

References: Use at least four scholarly or academic peer-reviewed journal articles.

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.

Competencies Measured

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

Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.

Competency 2: Apply scholarly information through critical thinking to solve problems in the field of health care.

Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella's writing standards.

Identify academic peer-reviewed journal articles relevant to a health care problem or issue and describe the criteria used for the literature search.

Assess the credibility and relevance of information sources.

Analyze academic peer-reviewed journal articles using the annotated bibliography organizational format.

Summarize what was learned from developing an annotated bibliography.

Summarize a health care problem or issue and describe a personal interest in it and experience with it.

Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

Write following APA style for in-text citations, quotes, and references.

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NHS-FPX4000 Assessment1: Applying Ethical Principles

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NHS-FPX4000 Assessment1: Applying Ethical Principles

Develop a solution to a specific ethical dilemma faced by a health care professional by applying ethical principles. Describe the issues and a possible solution in a 3-5 page paper.

Introduction

Whether you are a nurse, a public health professional, a health care administrator, or in another role in the health care field, you must base your decisions on a set of ethical principles and values. Your decisions must be fair, equitable, and defensible. Each discipline has established a professional code of ethics to guide ethical behavior. In this assessment, you will practice working through an ethical dilemma as described in a case study. Your practice will help you develop a method for formulating ethical decisions.

Instructions

For this assessment, develop a solution to a specific ethical dilemma faced by a health care professional. In your assessment:

Access the Ethical Case Studies media piece to review the case studies you will be using for this assessment.

Summarize the facts in a case study and use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it.

Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case.

Discuss the effectiveness of the communication approaches present in a case study.

Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study.

Apply ethical principles to a possible solution to an ethical problem or issue described in a case study.

Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

Write using APA style for in-text citations, quotes, and references.

Select the case most closely related to your area of interest and use it to complete the assessment.

Include the selected case study in your reference list, using proper APA style and format. Refer to the Evidence and APA section of the Writing Center for guidance.

Note: The case study may not supply all of the information you 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.

Identify which case study you selected and briefly summarize the facts surrounding it. Identify the problem or issue that presents an ethical dilemma or challenge and describe that dilemma or challenge.

Identify who is involved or affected by the ethical problem or issue.

Access the Ethical Decision-Making Model media piece and use the three components of the ethical decision-making model (moral awareness, moral judgment, and ethical behavior) to analyze the ethical issues.

Analyze the factors that contributed to the ethical problem or issue identified in the case study.

Apply the three components outlined in the Ethical Decision-Making Model media.

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. The NHS-FPX4000: Developing a Health Care Perspective Library Guide will help you locate appropriate references.

Cite and apply key principles from the journal article as evidence to support your critical thinking and analysis of the ethical problem or issue.

Review the Think Critically About Source Quality resource.

Assess the credibility of the information source.

Assess the relevance of the information source.

Describe how the health care professional in the case study communicated with others.

Assess instances where the professional communicated effectively or ineffectively.

Explain which communication approaches should be used and which ones should be avoided.

Describe the consequences of using effective and non-effective communication approaches.

Describe the actions taken in response to the ethical dilemma or issue 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.

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.

Apply the principles of effective composition.

Determine the proper application of the rules of grammar and mechanics.

Determine the proper application of APA formatting requirements and scholarly writing standards.

Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.

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Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Assessment 1 Example [PDF].

Additional Requirements

Your assessment should also meet the following requirements:

Length: 3–5 typed, double-spaced pages, not including the title page and reference page.

Font and font size: Times New Roman, 12 point.

APA tutorial: Use the APA Style Paper Tutorial [DOCX] for guidance.

Written communication: Use correct spelling, grammar, and punctuation.

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.