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There are 6 references, i just need someone to fix the work cited page for me. i don't know how to do it the correct way. i sent you a link click on it
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Reference Page
Corbett, J. (2014, March 10). Respecting needs of older vegetarians and vegans in the care sector
is a matter of human rights and equality in all areas'. Retrieved from
https://www.homecare.co.uk/news/article.cfm/id/1562834/respecting-needs-older-vegetariansand-vegans-care-sector-matter-of-human-rights-and-equality
Nutrition. (2018, April 18). Retrieved from https://medlineplus.gov/nutrition.html
Pedre, A. (2016, August 16). The 17 Best Protein Sources For Vegans and Vegetarians.
Retrieved from https://www.healthline.com/nutrition/protein-for-vegans-vegetarians
RD, T. V. (2018). The Plant Plate. Retrieved from http://www.theveganrd.com/vegan-nutrition101/food-guide-for-vegans/
Stegley, L. (2017, January 15). New Wave Of Medical Doctors Turn To Plant-Based Diets.
Retrieved from https://www.plantbasednews.org/post/the-plant-based-prescription-doctorsturning-over-a-new-leaf-on-diet
Vegetarian diet: MedlinePlus Medical Encyclopedia. (2018). Retrieved from
https://medlineplus.gov/ency/article/002465.htm
What is Nutrition? (n.d.). Retrieved from http://whatisnutritiontips.com/ Why Doctors Need
to Talk About Plant-Based Diets. (2017, January 22). Retrieved from
http://www.onegreenplanet.org/natural-health/why-doctors-should-talk-about-plant-baseddiet/
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References
Corbett, J. (Ed.). (2014). Respecting needs of older vegetarians and vegans in the care sector 'is a
matter of human rights and equality in all areas'. Retrieved, from
https://www.homecare.co.uk...
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Physician Assisted Suicide
For my term paper on the current medical ethics topics, I have chosen to tackle the end of life, specifically physician-as ...
Physician Assisted Suicide
For my term paper on the current medical ethics topics, I have chosen to tackle the end of life, specifically physician-assisted suicide. ...
7 pages
Implementation Plan Falls.edited.edited
The project focuses on preventing the falling of patients within the hospital. The project manager proposed earlier that t ...
Implementation Plan Falls.edited.edited
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NSG 430 Stratford University Family Opposition to Organ Donation Case Study
CASE of Family Opposition to Organ DonationDespite First Person ConsentBy Tarris Rosell, PhD, DMin, 2011JD is a 25 year ol ...
NSG 430 Stratford University Family Opposition to Organ Donation Case Study
CASE of Family Opposition to Organ DonationDespite First Person ConsentBy Tarris Rosell, PhD, DMin, 2011JD is a 25 year old patient who sustained massive head trauma and neurological injury in a motorcycle accident. He is not brain dead, but after 4 weeks in MICU and several neuro consults, the prognosis for “meaningful recovery” is said to be less than 1%. JD has not regained consciousness, and is apt to remain permanently in a vegetative state.
His parents are attentive and religious. After consulting with their priest and their son’s doctors, including palliative care specialists and a hospital ethicist, they decide to withdraw ventilator support and tube feedings, and “to allow whatever happens to happen.” The parents say they are “placing JD in God’s hands now.” A decision is made to withdraw life support that very evening since the priest is there with them and extended family members have gathered, also, some from long distances.
With palliative care involved and since death is anticipated soon after extubation, the MICU nurse manager already had notified the regional organ procurement organization (OPO) for assessment of donor potential. When the OPO representative arrives, she discovers that JD’s driver’s license has a little heart and “organ donor” stamped on the front. The backside is scuffed so as to make illegible any signature or date that might have been there. He had not signed up for the online state donor registry and has no healthcare directives on file. Yet on the basis of his driver’s license, it’s determined that JD had authorized donation, a “first person consent,” leaving no record of revocation or refusal of authorization.
The state’s recently revised Uniform Anatomical Gift Act states that, “in the absence of an express, contrary indication by the donor, a person other than the donor is barred from making, amending, or revoking an anatomical gift of a donor’s body or a part if the donor made an anatomical gift . . . . [194.240. 1]
Although JD is not brain dead, he might qualify to be a donor under the hospital’s “Donation after Cardiac Death” protocol. Further evaluation of the potential donor may take several hours, including tissue testing, reviewing the medical record, external communications, and the medical history interview with next of kin. It is already close to 9:00 p.m. when the OPO approaches JD’s family about the donation evaluation that has been ramped up following the parents’ decision to withdraw life support. They had intended that the ventilator be withdrawn an hour ago, but were told by MICU staff that they need to wait for some other healthcare personnel to arrive. Per contractual agreement with the OPO, no one but their representative is allowed to discuss organ donation with families, and MICU staff have been compliant.
When the OPO representative, with a palliative care physician, ushers the parents into a small conference room, she asks if they are aware that JD’s wishes had been to donate organs and tissue to help others. His parents appear startled and say, “No, we never discussed such things as a family. And we don’t want to talk about it now. Please, ask us what you need to, but quickly. We need to go be with our son in his last moments on this earth. As to removing his organs, we will not permit that. He has suffered enough cuts and needle sticks and bruises. Please let us alone with him now.” Soon they get up and leave the room.
The OPO representative does not follow the parents back to the bedside, but goes immediately instead to the attending physician. She and the palliative care physician report what had happened with JDs parents, and review with staff the hospital’s policies on DCD and First Person Consent Opposition. She also cites state law: “When a hospital refers an individual at or near death to a procurement organization, the organization may conduct any reasonable examination necessary to ensure the medical suitability of a part . . . . During the examination period, measures necessary to ensure the medical suitability of the part may not be withdrawn unless the hospital or procurement organization knows a contrary intent had or has been expressed by the individual . . . .” [194.265. 3]
Meanwhile, JD’s family has come looking for his doctor, wondering why it is taking so long to proceed with their decision to remove all the machines and “get out of God’s way.”Directions:
Please write your case study in APA paper format . Discuss this issue in relation to what you know about organ donation. Include any necessary references you need on organ donation. Consider the following question, but do not limit your thoughts to just this question:Should the donation go on in accordance with the wishes of the patient, or in accordance with the wishes of the family to save them further distress?Include other ethical issues in organ donation such as directed donation/conditional organ donation and criteria for being on the transplant list.
NURS FPX4010 Capella Budgeting for Nurses Activity Interprofessional Team Plan Proposal
Find attached "second assessment" which the instructions talk about. This exercise HAS to be about what is discussed on th ...
NURS FPX4010 Capella Budgeting for Nurses Activity Interprofessional Team Plan Proposal
Find attached "second assessment" which the instructions talk about. This exercise HAS to be about what is discussed on the attached file. Thank youFor this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a culture of ownership and shared responsibility (Berkow et al., 2012). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.Demonstration of ProficiencyCompetency 1: Explain strategies for managing human and financial resources to promote organizational health.Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.Communicate the interdisciplinary plan with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.ReferenceBerkow, S., Workman, J., Aronson, S., Stewart, J., Virkstis, K., & Kahn, M. (2012). Strengthening frontline nurse investment in organizational goals. JONA: The Journal of Nursing Administration, 42(3), 165–169.Professional ContextThis assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.ScenarioHaving reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee's organization.InstructionsFor this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.Additional RequirementsLength of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old. APA formatting: Make sure that in-text citations and reference list follow current APA style.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.
Case Scenario - Competent or Not?
In this module, you learned about the medical education system and
requirements of licensing. As you can imagine, the ...
Case Scenario - Competent or Not?
In this module, you learned about the medical education system and
requirements of licensing. As you can imagine, the competency of
medical professionals is very important. Issues can arise when medical
personnel do not meet the minimum requirements for a position. An
awareness of the competency dilemmas that can occur in a professional
career can limit the damage that can arise from them.Increasing public demand for protection, coupled with the growth in
the number and sophistication of fraudulent practitioners over the past
2 decades, has resulted in stronger and more complex licensing boards
and licensing statutes throughout the country. Examples of medical
misconduct include, but are not limited to:practicing as a healthcare professional fraudulentlypracticing with gross incompetence or medical negligencepracticing while impaired by alcohol, drugs, physical or mental disabilitybeing convicted of a crimeRead the case scenarios below and in a 1-2 page paper, written in APA format, address the items below for each scenario:Explain the incompetency of the health care professional (if any).Explain a possible solution to address the area of
incompetency, such as reporting the behavior to a supervisor, etc.Case Scenario 1: Educational Concerns
You are a nurse working in a local hospital with a physician
for over a year. The hospital decides to add physician biographies
to the hospital's website. The physician has not been proactive in
renewing her medical license or participating in continuing medical
education (CME). The physician's supervisor has asked her to submit a
copy of her license and CMEs but the physician has not yet complied.
During lunch one day, the physician mentioned to you that she did
not have a current medical license or continuing education credits,
but she was practicing medicine anyway. She told you that getting a
current license was not her priority at the time, and that she would
get it in the future. She stated that she was going to continue to
see her patients, even though she was not licensed to do so.
Case Scenario 2: Medical Malpractice
You are an ER nurse and have been assigned to a patient who
has just walked in. The patient presents with a broken arm and is
bleeding profusely. The doctor on call mentions to you that he is not
skilled in addressing broken arms and does not know what to do.
Instead of calling in another medical professional, he decides to treat
the patient anyway. He leaves the patient in the room for hours while
he looks at medical books and researches broken arms on the
Internet. During this time, you are in the room with the patient
trying to stop the bleeding. When the doctor finally comes into the
room to see the patient, he immediately grabs the arm without
stabilizing it. The physician does not order x-rays or additional
tests, but instead decides to put a cast on the arm and send the
patient home.
Case Scenario 3: Theft from a PatientYou work in an outpatient clinic with a nurse named Mary.
You have noticed that every time you work with Mary, the patients who
are receiving treatment (or their families) report that something
valuable is missing from their room. These missing items include
patient money, property, medicine, or other items of sentimental
value. One day you received a complaint from a patient who could not
find her wedding ring. She described key features of the wedding ring
to you, and you took notes to file in a report. During your shift
the next day, you noticed that Mary had on a new ring. In fact, it
looked exactly like the ring the patient described to you the
previous day. When you asked Mary about the ring, she blushed and became
hesitant when answering your questions. Since you have no proof, you
shrug off the event and go on with your day. The next day, you are taking the vitals of a patient who is
about to have surgery. The patient is sleeping soundly while you are
taking their vitals. You notice a necklace and ring lying on the table
next to the patient. You exit the room, and Mary immediately enters
the room after you (you wave to her as you pass by). As you sit down
at your desk, you notice that you left something in the patient's
room. You immediately go back in to retrieve it, and you bump into
Mary exiting the room. You grab what you went in the room for and
while doing so, you glance over again at the table next to the
patient. The necklace and ring you saw there earlier are gone. You
glance at the patient, who is still asleep, and exit the room.
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4 pages
Physician Assisted Suicide
For my term paper on the current medical ethics topics, I have chosen to tackle the end of life, specifically physician-as ...
Physician Assisted Suicide
For my term paper on the current medical ethics topics, I have chosen to tackle the end of life, specifically physician-assisted suicide. ...
7 pages
Implementation Plan Falls.edited.edited
The project focuses on preventing the falling of patients within the hospital. The project manager proposed earlier that t ...
Implementation Plan Falls.edited.edited
The project focuses on preventing the falling of patients within the hospital. The project manager proposed earlier that the intervention will be ...
NSG 430 Stratford University Family Opposition to Organ Donation Case Study
CASE of Family Opposition to Organ DonationDespite First Person ConsentBy Tarris Rosell, PhD, DMin, 2011JD is a 25 year ol ...
NSG 430 Stratford University Family Opposition to Organ Donation Case Study
CASE of Family Opposition to Organ DonationDespite First Person ConsentBy Tarris Rosell, PhD, DMin, 2011JD is a 25 year old patient who sustained massive head trauma and neurological injury in a motorcycle accident. He is not brain dead, but after 4 weeks in MICU and several neuro consults, the prognosis for “meaningful recovery” is said to be less than 1%. JD has not regained consciousness, and is apt to remain permanently in a vegetative state.
His parents are attentive and religious. After consulting with their priest and their son’s doctors, including palliative care specialists and a hospital ethicist, they decide to withdraw ventilator support and tube feedings, and “to allow whatever happens to happen.” The parents say they are “placing JD in God’s hands now.” A decision is made to withdraw life support that very evening since the priest is there with them and extended family members have gathered, also, some from long distances.
With palliative care involved and since death is anticipated soon after extubation, the MICU nurse manager already had notified the regional organ procurement organization (OPO) for assessment of donor potential. When the OPO representative arrives, she discovers that JD’s driver’s license has a little heart and “organ donor” stamped on the front. The backside is scuffed so as to make illegible any signature or date that might have been there. He had not signed up for the online state donor registry and has no healthcare directives on file. Yet on the basis of his driver’s license, it’s determined that JD had authorized donation, a “first person consent,” leaving no record of revocation or refusal of authorization.
The state’s recently revised Uniform Anatomical Gift Act states that, “in the absence of an express, contrary indication by the donor, a person other than the donor is barred from making, amending, or revoking an anatomical gift of a donor’s body or a part if the donor made an anatomical gift . . . . [194.240. 1]
Although JD is not brain dead, he might qualify to be a donor under the hospital’s “Donation after Cardiac Death” protocol. Further evaluation of the potential donor may take several hours, including tissue testing, reviewing the medical record, external communications, and the medical history interview with next of kin. It is already close to 9:00 p.m. when the OPO approaches JD’s family about the donation evaluation that has been ramped up following the parents’ decision to withdraw life support. They had intended that the ventilator be withdrawn an hour ago, but were told by MICU staff that they need to wait for some other healthcare personnel to arrive. Per contractual agreement with the OPO, no one but their representative is allowed to discuss organ donation with families, and MICU staff have been compliant.
When the OPO representative, with a palliative care physician, ushers the parents into a small conference room, she asks if they are aware that JD’s wishes had been to donate organs and tissue to help others. His parents appear startled and say, “No, we never discussed such things as a family. And we don’t want to talk about it now. Please, ask us what you need to, but quickly. We need to go be with our son in his last moments on this earth. As to removing his organs, we will not permit that. He has suffered enough cuts and needle sticks and bruises. Please let us alone with him now.” Soon they get up and leave the room.
The OPO representative does not follow the parents back to the bedside, but goes immediately instead to the attending physician. She and the palliative care physician report what had happened with JDs parents, and review with staff the hospital’s policies on DCD and First Person Consent Opposition. She also cites state law: “When a hospital refers an individual at or near death to a procurement organization, the organization may conduct any reasonable examination necessary to ensure the medical suitability of a part . . . . During the examination period, measures necessary to ensure the medical suitability of the part may not be withdrawn unless the hospital or procurement organization knows a contrary intent had or has been expressed by the individual . . . .” [194.265. 3]
Meanwhile, JD’s family has come looking for his doctor, wondering why it is taking so long to proceed with their decision to remove all the machines and “get out of God’s way.”Directions:
Please write your case study in APA paper format . Discuss this issue in relation to what you know about organ donation. Include any necessary references you need on organ donation. Consider the following question, but do not limit your thoughts to just this question:Should the donation go on in accordance with the wishes of the patient, or in accordance with the wishes of the family to save them further distress?Include other ethical issues in organ donation such as directed donation/conditional organ donation and criteria for being on the transplant list.
NURS FPX4010 Capella Budgeting for Nurses Activity Interprofessional Team Plan Proposal
Find attached "second assessment" which the instructions talk about. This exercise HAS to be about what is discussed on th ...
NURS FPX4010 Capella Budgeting for Nurses Activity Interprofessional Team Plan Proposal
Find attached "second assessment" which the instructions talk about. This exercise HAS to be about what is discussed on the attached file. Thank youFor this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a culture of ownership and shared responsibility (Berkow et al., 2012). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.Demonstration of ProficiencyCompetency 1: Explain strategies for managing human and financial resources to promote organizational health.Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.Communicate the interdisciplinary plan with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.ReferenceBerkow, S., Workman, J., Aronson, S., Stewart, J., Virkstis, K., & Kahn, M. (2012). Strengthening frontline nurse investment in organizational goals. JONA: The Journal of Nursing Administration, 42(3), 165–169.Professional ContextThis assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.ScenarioHaving reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee's organization.InstructionsFor this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.Additional RequirementsLength of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old. APA formatting: Make sure that in-text citations and reference list follow current APA style.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.
Case Scenario - Competent or Not?
In this module, you learned about the medical education system and
requirements of licensing. As you can imagine, the ...
Case Scenario - Competent or Not?
In this module, you learned about the medical education system and
requirements of licensing. As you can imagine, the competency of
medical professionals is very important. Issues can arise when medical
personnel do not meet the minimum requirements for a position. An
awareness of the competency dilemmas that can occur in a professional
career can limit the damage that can arise from them.Increasing public demand for protection, coupled with the growth in
the number and sophistication of fraudulent practitioners over the past
2 decades, has resulted in stronger and more complex licensing boards
and licensing statutes throughout the country. Examples of medical
misconduct include, but are not limited to:practicing as a healthcare professional fraudulentlypracticing with gross incompetence or medical negligencepracticing while impaired by alcohol, drugs, physical or mental disabilitybeing convicted of a crimeRead the case scenarios below and in a 1-2 page paper, written in APA format, address the items below for each scenario:Explain the incompetency of the health care professional (if any).Explain a possible solution to address the area of
incompetency, such as reporting the behavior to a supervisor, etc.Case Scenario 1: Educational Concerns
You are a nurse working in a local hospital with a physician
for over a year. The hospital decides to add physician biographies
to the hospital's website. The physician has not been proactive in
renewing her medical license or participating in continuing medical
education (CME). The physician's supervisor has asked her to submit a
copy of her license and CMEs but the physician has not yet complied.
During lunch one day, the physician mentioned to you that she did
not have a current medical license or continuing education credits,
but she was practicing medicine anyway. She told you that getting a
current license was not her priority at the time, and that she would
get it in the future. She stated that she was going to continue to
see her patients, even though she was not licensed to do so.
Case Scenario 2: Medical Malpractice
You are an ER nurse and have been assigned to a patient who
has just walked in. The patient presents with a broken arm and is
bleeding profusely. The doctor on call mentions to you that he is not
skilled in addressing broken arms and does not know what to do.
Instead of calling in another medical professional, he decides to treat
the patient anyway. He leaves the patient in the room for hours while
he looks at medical books and researches broken arms on the
Internet. During this time, you are in the room with the patient
trying to stop the bleeding. When the doctor finally comes into the
room to see the patient, he immediately grabs the arm without
stabilizing it. The physician does not order x-rays or additional
tests, but instead decides to put a cast on the arm and send the
patient home.
Case Scenario 3: Theft from a PatientYou work in an outpatient clinic with a nurse named Mary.
You have noticed that every time you work with Mary, the patients who
are receiving treatment (or their families) report that something
valuable is missing from their room. These missing items include
patient money, property, medicine, or other items of sentimental
value. One day you received a complaint from a patient who could not
find her wedding ring. She described key features of the wedding ring
to you, and you took notes to file in a report. During your shift
the next day, you noticed that Mary had on a new ring. In fact, it
looked exactly like the ring the patient described to you the
previous day. When you asked Mary about the ring, she blushed and became
hesitant when answering your questions. Since you have no proof, you
shrug off the event and go on with your day. The next day, you are taking the vitals of a patient who is
about to have surgery. The patient is sleeping soundly while you are
taking their vitals. You notice a necklace and ring lying on the table
next to the patient. You exit the room, and Mary immediately enters
the room after you (you wave to her as you pass by). As you sit down
at your desk, you notice that you left something in the patient's
room. You immediately go back in to retrieve it, and you bump into
Mary exiting the room. You grab what you went in the room for and
while doing so, you glance over again at the table next to the
patient. The necklace and ring you saw there earlier are gone. You
glance at the patient, who is still asleep, and exit the room.
8 pages
Change Implementation
Change team meetings- meetings will be used to plan and Jarrar, M. T., Minai, M. S., Al‐Bsheish, M., Meri, A., & Jaber, ...
Change Implementation
Change team meetings- meetings will be used to plan and Jarrar, M. T., Minai, M. S., Al‐Bsheish, M., Meri, A., & Jaber, M. (2019). Hospital nurse ...
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