Create your Assignment submission and be sure to cite your sources if needed, use APA style as required, and check your spelling.Assignment:Mrs. R., an 87- year- old patient, has a past history that includes coronary artery disease, a previous stroke, and advanced Alzheimer's disease. Ten days ago, Mrs. R. was hospitalized for aspiration pneumonia and has been ventilator dependent since being admitted to the intensive care unit in a small rural hospital. Family members visit daily and have repeatedly voiced their concern to the nursing staff about the continued ventilator support that Mrs. R. is receiving, most notably the fact that Mrs. R. would never have wanted such care. They also note that Mrs. R. has not recognized them in past months and that they plan to visit less in future days, but can be contacted should any change in Mrs. R.' s condition occur. Her primary physician has practiced in this community for multiple years; he is well known for his reluctance to discontinue any type of life support for any patient. When questioned, Dr. G.' s consistent response is, if this were his frail 92- year- old mother, he would prescribe the very same treatment for her. Dr. G. has now requested that the nurses talk to the family about moving Mrs. R. to a major medical center, where she can receive more advanced care, including vigorous rehabilitation and physical therapy, so that she may eventually return to a long- term nursing care facility. How might the nurses in this scenario respond to the physician's request? How would this scenario begin to cause moral distress among the nursing staff, and what are the positive actions that the nurses might begin to take to prevent moral distress?Read Exercise 4.1 (Guido, p. 44) and apply the MORAL model to resolve the dilemma.Read the case study presented at the end of Chapter 3. Examine the above scenario from the perspective of health care policy. How would you begin to evaluate the need for the policy and the possible support or lack of support for the policy from your peers, nursing management, and others who might be affected by the policy? Do the 10 questions outlined by Malone (as listed in Guido, p. 50) assist in this process? Draft a proposed policy to address the issue you have identified. What compelling right does this case address?Whose rights should take precedence?Does a child (here, a competent 14-year old) have the right to determine what will happen to him? Should he ethically have this right?How would you have decided the outcome if his disease state had not intervened?___________________________________________________________________________________Please combine all of these responses into a single Microsoft Word document for submissionPlease submit only complete assignments (not partial or "draft" assignments).Submit only the assignments corresponding to the module in this section.You are not required to adhere to the 500-1000 word count for each of the responses, but please be thorough in your responses so that you adequately address all aspects of each question.

For this six- to seven-minute persuasive presentation, choose an organization in which you are currently involved, such as a neighborhood group, your employer, a nonprofit, your religious community, a civic group, an activist movement, sports club, etc. You must be able to includes references to credible outside sources, (at least one for each main point of your presentation) so be sure to select a speech topic that has scholarly sources written about it.Think about some sort of change to the organization itself that you would like made or implemented. This change might be proposing an idea for a new policy, product, procedure, process, practice, etc. Alternatively, you may wish to change a current practice of the organization. This would be a real presentation that you could actually give, if you were asked. The audience for this presentation will be the members of your organization. Since you belong to this organization, you will have an established ethos.This assignment requires that you create a formal outline. A formal outline is detailed and written in complete sentences instead of using a keyword or sentence fragment for each point.Creating a formal outline will assist you both in developing your ideas and in following the organizational patterns that you have learned in this week’s readings and discussion forum about delivering presentations. A great presentation is well organized and easy for the listener to understand. Your audience has only one opportunity to understand the message conveyed in your presentation. It is important to have a clearly established audience for your presentation and to consistently adapt the content of your presentation for that audience.For examples of acceptable and unacceptable ways of developing your formal outline, please review the Sample Outlines document.Create your formal outline using the Persuasive Presentation Outline Template. The template includes all of the elements that are required for the outline.Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.PLEASE USE GRADING RUBIC!!Description:Total Possible Score: 5.00Creates a Formal Outline for the Persuasive Presentation Total: 1.00Distinguished - Creates a formal outline for the persuasive presentation that includes complete sentences for every point. The direction of the speech is clear.Proficient - Creates a formal outline for the persuasive presentation that includes complete sentences for the majority of the points. The direction of the speech is slightly unclear. Basic - Creates a formal outline for the persuasive presentation, but less than half of the points are written in complete sentences. The direction of the speech is unclear.Below Expectations - Creates a keyword outline for the persuasive presentation that contains no complete sentences. The direction of the speech is significantly unclear.Non-Performance - The creation of a formal outline for the persuasive presentation is either nonexistent or lacks the components described in the assignment instructions.Develops an Introduction and Thesis Statement for the Persuasive Presentation Total: 1.00Distinguished - Develops a comprehensive introduction and thesis statement for the persuasive presentation. The audience appeal and preview of the body sections are clear.Proficient - Develops an introduction and thesis statement for the persuasive presentation. The audience appeal and preview of the body sections are slightly unclear.Basic - Develops a partial introduction and thesis statement for the persuasive presentation. The audience appeal and preview of the body sections are unclear.Below Expectations - Attempts to develop an introduction and thesis statement for the persuasive presentation; however, the audience appeal and preview of the body sections are significantly unclear.Non-Performance - The development of an introduction and thesis statement for the persuasive presentation is either nonexistent or lacks the components described in the assignment instructions.Develops a Body Section with Main Points and Supporting Material for the Persuasive Presentation Total: 1.00Distinguished - Develops a comprehensive body section with clear main points and sufficient supporting material. The organizational pattern of the main points is clear.Proficient - Develops a body section with main points and supporting material. The organizational pattern of the main points is slightly unclear.Basic - Develops a partial body section with main points and supporting material. The organizational pattern of the main points is unclear.Below Expectations - Attempts to develop a body section with main points and supporting material; however, the organizational pattern of the main points is significantly unclear.Non-Performance - The development of a body section with main points and supporting material is either nonexistent or lacks the components described in the assignment instructions.Develops a Conclusion for the Persuasive Presentation Total: 1.00Distinguished - Develops a comprehensive conclusion for the persuasive presentation. The closing line is memorable.Proficient - Develops a conclusion for the persuasive presentation. The closing line is slightly forgettable.Basic - Develops a partial conclusion for the persuasive presentation. The closing line is forgettable.Below Expectations - Attempts to develop a conclusion for the persuasive presentation; however, the closing line is not memorable.Non-Performance - The development of a conclusion for the persuasive presentation is either nonexistent or lacks the components described in the assignment instructions.Organizes the Formal Outline According to the Outline Template Total: 0.50Distinguished - Effectively organizes the formal outline according to the outline template. All required elements are included.Proficient - Organizes the formal outline according to the outline template. One required element is missing.Basic - Partially organizes the formal outline according to the outline template. At least two required elements are missing.Below Expectations - Attempts to organize the formal outline according to the outline template; however, several required elements are missing.Non-Performance - The organization of the formal outline according to the outline template is either nonexistent or lacks the components described in the assignment instructions.Written Communication: Control of Syntax and Mechanics Total: 0.50Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.