What do you do? What is the ethical approach in this situation? How do you treat the community knowing that you may have to watch some die while you reserve treatment for specific individuals?

The Ethics of Triage

You are a nurse in a Third World country in a small village of 150 people (adults and children – roughly equal in numbers). There is an outbreak of a deadly infection which is easily treated with a specific antibiotic. Untreated, the mortality rate is close to 100%. However, you only have enough to treat 25 adults or 50 children. Additional dosages are on their way but are not expected to arrive before the disease will run its course. Note that anyone over 11 is considered an adult and you are in as much danger from the infection as everyone else.

What do you do? What is the ethical approach in this situation? How do you treat the community knowing that you may have to watch some die while you reserve treatment for specific individuals?

Describe the scenario (What happened? Who was involved, describe the incident itself without discussing your feelings, just the facts)

Description

Please use Gibbs 1988 reflective cycle to structure the assignment

1. Introduction /Aim

2. Description of the scenario (What happened? Who was involved, describe the incident itself without discussing your feelings, just the facts)

Please find an attachment I have started to write. I am an adult nursing student. This is a reflective assignment for the module: Working Interprofessionally to Improve Mental Wellbeing

1. Write an Introduction/Aim and Description.

2. Transform this scenario by adding some mental health issues, perhaps that patients suffers from a depression, stress or having a mental health condition.

3. Use this scenario and transform it into an incident what might nurses did not do while they were doing an assessment (for example: communication/issues of stigma etc.)

If MR C is assigned to Shana, what resources are available to help her? Do you think there is overlapping of roles in this scenario?

Case Scenario

There are two RN’s and four RPN’s working in a medical floor on a day shift in a hospital. All nurses are assigned four patients each. One RN has been assigned to two complex patients out of the four. The other RN, Shana has just started working in the hospital and is a new grad. The new Grad RN, Shana, is working with an RPN Melissa. Melissa has been working on the same floor from the last five years. The hospital has adequate support system, including support nurses, registered therapists, doctors on call and PSW’s to help. There is another RN present who is working as charge nurse.

Patient 1

Mr B has paraplegia from last 10 years. He has muscular contractures and is total care. He has been admitted for a week with diagnosis of left leg cellulitis. Mr B has family members that stay with him during the day and night. Mr B. is receiving IV antibiotics for his cellulitis. Mr B. is also scheduled to have daily dressing for his left leg cellulitis. MR B needs turning and repositioning every 2 hrs and as needed. His vital signs have been stable. The plan is to discharge him with PO antibiotics once the course of IV antibiotics is done. The patient is otherwise medically stable.

Patient 2

Mr C is just admitted from emergency today with diagnosis of acute heart failure and lower GI bleed. The Hgb is 75, the patient is ordered to have 2 units of PRBC. The patient gets SOB on minimal exertion and is on 5 L of oxygen. The oxygen saturations are between 94-95% on 5 L of oxygen. The patient is very anxious and is calling for help often.

The charge nurse assigns Mr. C to RPN Melissa RPN and Mr. B to Shana RN. The charge nurse thinks that Melissa has dealt with more complex situations in the past and is familiar with the routine and possesses more knowledge, skill and judgment.

Questions:

Is the assignment appropriate? Utilize the three-factor framework from the CNO guideline, the Nurse, the Client, the Environment to support your discussion.
If MR C is assigned to Shana, what resources are available to help her?
Do you think there is overlapping of roles in this scenario?
If Melissa considered the assignment to be inappropriate, what should she do?

What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?

CASE STUDY 1

The parents of a 5-year-old boy have accompanied their son for his required physical examination before starting kindergarten. His parents are opposed to him receiving any vaccines.

Assignment 1

As an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s wishes. This may create an ethical dilemma. What do you do when these situations occur?

In this Lab Assignment, you will explore evidence-based practice guidelines and ethical considerations for specific scenarios.

To Prepare
Review the scenarios provided by your instructor for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your scenarios.

Based on the scenarios provided:
Select one scenario and reflect on the material presented throughout this course.
What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?
Consider how you would respond as an advanced practice nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected.

The Lab Assignment
Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.

Write a detailed 1-page narrative (not a formal paper) addressing the following:

· Explain the health assessment information required for a diagnosis of your selected patient (include the scenario number).–

What does literature say about this weakness in relation to managing patient care and planning discharge?

Description

Patchwork 4 is self-reflecting on your strengths and weaknesses and applying them to a third-year skill of managing a patient’s care (including assessment, planning, referrals, interventions and initiations) and planning discharge.

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Strength

•Choose a personal strength or characteristic which enables you to carry out effective management of patient care and planning discharge

•What does literature say about this strength in relation to managing patient care and planning discharge?

Weakness

•Choose a personal weakness or characteristic which might inhibit you to carry out effective management of patient care and planning discharge

•What does literature say about this weakness in relation to managing patient care and planning discharge?

Opportunity

•Identify opportunities in practice and university which will allow you to develop your identified weakness from the previous section (This also needs supporting with literature)

Threat

•Identify threats either personal or environmental which may prevent you from being able to improve your identified weakness

•What can you do to minimise this?

Conclusion

•Nothing new to be included in the conclusion

•Summarise the learning from carrying out this self-assessment

•Summarising the learning from the literature

•How will you apply this in your future practice?

•Conclusion should be referenced using literature previously used from the main body

Structure & clarity: 15 marks

• Well-structured logical organisation

•Elements clearly identified

•Grammatically correct

•Spelling and punctuation

•Coherent & well expressed

•Logical flow

•Beginning, middle and end

•Concise

Application: 30 marks

•Credible literature focussed on topics

•Theory directly related to practice

•Contextualised personal reflection

•Clear demonstration of theory/practice links

Evaluation: 30 marks

•Analysis: what does it mean?

•Well organised arguments

•Use of literature to support arguments

•Drawing evidence based conclusions

Level of investigation: 25 marks

Analyze the culture and level of readiness of the organization for which your evidence-based practice project is proposed.

Assessment Description

In order to successfully implement a change within an organization, the change agent must assess the organization’s culture and readiness for change. In 750-1,000 words, analyze the culture and level of readiness of the organization for which your evidence-based practice project is proposed. You will use the assessment of the organization’s culture and readiness in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.

Write a paper relating to the social determinants of health (SDOH) which allows for analysis and synthesis of the students nursing experiences and allows them to reflect on how these experiences will impact their future nursing practice.

write a paper relating to the social determinants of health (SDOH) which allows for analysis and synthesis of the students nursing experiences and allows them to reflect on how these experiences will impact their future nursing practice. Requirements include a thesis statement, detailed outline.

Does the Department of Education require us to teach about sexual orientation? Are schools required to teach about same-sex families and abstinence-only programs?

Locate and read the New Jersey Comprehensive Health and Physical Education Standards / New Jersey Student Learning Standards (NJSLS) and answer the following questions:

1. What is your personal opinion on why Health Education should/should not be taught in schools. What concerns you most about teaching health education?

2. What are the time requirements regarding health education for grades 1-12, according to the New Jersey State Administrative Code 18A:35-7-8? Can recess
snack time be considered instructional time for health education? Is it acceptable to have outside sources, individuals or organizations provide specialized instruction to students during school hours?

3. Are professional development hours required specifically for health education?

4. Are schools required to make available, upon request to parents, a copy of the health education curriculum? Where does Family Life Education fit into the Core Curriculum Content Standards?

5. Where does family life education fit into the Student Learning Standards?

6. What should you do if a student refuses to participate in family life classes?

7. How should you handle a timely, sensitive topic which continuously surfaces during class discussions which are not part of the curriculum?

8. Does the New Jersey Department of Education have to approve health and family life education materials or require schools to use specific texts or software?

9. Does the Department of Education require us to teach about sexual orientation? Are schools required to teach about same-sex families and abstinence-only programs?

10. As a new, enthusiastic, health teacher you are anxious to be accepted and respected in the school community as a role model, resource, and advocate. How will you earn that recognition from students and staff?