Explain in detail the ethical issue of each case.

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Module 1 – Case

INTRODUCTION TO ETHICAL AND LEGAL PERSPECTIVES IN HEALTHCARE

Assignment Overview

As a healthcare professional, it is your responsibility to be ethically sound. You have an essential responsibility to effectively apply ethical reasoning to crucial decisions. One method of elevating your ethical reasoning abilities is through the practice, reading, and understanding of case studies. While every case is not identical, the review of ethical case studies prepares you for similar incidents that may arise.

Case Assignment

For the Module 1 Case Assignment, you are to review 2 cases from the AMA Journal of Ethics (http://journalofethics.ama-assn.org/site/cases.html).
In a 3-page paper complete the following:

  1. Identify each case that you have selected.
  2. Explain in detail the ethical issue of each case.
  3. Identify the ethical principle(s) that have been violated in the cases.
  4. Explain from a healthcare professional perspective, what you would have done differently in the case.

You are to support your analysis and views with at least 3 scholarly references (e.g., peer-reviewed journals).

Assignment Expectations

  1. Conduct additional research to gather sufficient information to justify/support your analysis.
  2. Limit your response to a maximum of 3 pages.
  3. Support your proposal with peer-reviewed articles, with at least 3 references. Use the following link for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php
  4. You may use the following source to assist in your formatting your assignment: https://owl.english.purdue.edu/owl/resource/560/01/.
 
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Describe physical activity (PA) status. Does the person meet current PA guidelines?

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LAB 1: Preparticipation Screening

Part 1: Health Screening and Evaluation

Instructions

I. Data Collection

A. Clients should complete 2014 PAR-Q+, CHD risk profile, lifestyle questionnaire, medical clearance from physician (if needed), and informed consent. Include all forms at end of narrative.

B. Measure your client’s height, weight, and BP (see Part 2). Calculate and classify your client’s BMI.

C. Encourage client to get both a fasting blood lipid profile (TC, HDL-C, LDL-C) and blood glucose test if these have not been done within the past year.

II. Case Study Write-Up

A. Client demographics: Describe age, gender, occupation, and stress level of your client.

B. Describe physical activity (PA) status. Does the person meet current PA guidelines?

C. Analysis of medical history: Describe any medical problems and signs and symptoms of CVD, metabolic or renal disease.

D. Analysis of CHD risk profile: Evaluate your client’s score for each of the risk factors listed below:

1. Age

2. Family history

3. Cigarette smoking

4. Hypertension—measure and evaluate client’s systolic and diastolic BP

5. Dyslipidemia—evaluate client’s TC, HDL-C, and LDL-C values

6. Prediabetes—evaluate client’s fasting blood glucose level

7. Obesity—evaluate client’s BMI and/or waist circumference

8. Physical inactivity

D. Lifestyle profile: Evaluate each component, pinpointing potential problem areas.

1. Dietary considerations (e.g., snacks, salt use, foods high in saturated fat?)

2. Eating habits (frequency of meals, types of food, caloric intake)

3. Physical activity (how often? how much?) and physical activity interests

4. Smoking and drinking habits

5. Suggestions for modifying lifestyle behaviors

III. Ethical considerations:

A. Identify the professional organization most closely aligned with your career goals (e.g. American College of Sports Medicine, National Strength and Conditioning Association, American Physical Therapy Association, National Athletic Training Association, etc.) and review their Code of Conduct.

B. Identify potential areas of professional and ethical concerns pertaining to this part of the project.

C. Identify how you addressed or resolved these potential areas of concern.

Part 2: Measurement of Heart Rate and Blood Pressure

The goal of this exercise is to develop your skill in measuring (a) resting and exercise heart rates (HR) by palpation, auscultation, heart rate monitors, or electrocardiograms (ECG) and (b) resting and exercise blood pressures (BP) by auscultation.

Equipment

· HR monitors or ECG

· Sphygmomanometers

· Stethoscopes

· Cycle ergometers

· Stopwatches

Student Assignments

1. Work in a group of three: one student as client, one student as tester, and one student as data recorder.

2. Rotate assignments so that each student gets to be the client, tester, and recorder.

Heart Rate Measurement Procedures

1. Review methods:

· Palpation

· Auscultation

· Heart rate monitors

2. Review procedures.

· Resting: Subject is seated and pulse rate is counted for 30 sec or 1 min. Evaluate resting HR (normal, bradycardia, or tachycardia?).

· Exercise: Pulse rate is measured using 10- or 15-sec count; HR is measured during last minute of each workload (usually every 2 to 3 min) during graded exercise test.

· Normal HR 60-100

· Recovery: Pulse rate is monitored using 10- or 15-sec count; HR is measured every 1 to 2 min during the 3- to 5-min (low intensity and active) recovery period until stabilized.

3. Normal exercise HR responses:

· HR increases with increasing work intensities.

· HR stabilizes (steady state) during each workload.

· HR should stabilize during recovery but may not return to baseline levels within 5 min.

4. Abnormal exercise HR responses:

· HR fails to rise with increase in workload.

· There is noticeable change in heart rhythm.

· There is onset of angina or angina-like symptoms.

HR Activities

1. Attach HR monitor and electrodes to one person.

2. Following standardized procedures, take resting HR count using palpation and auscultation. Compare to HR monitor or ECG values when possible.

3. Have subject assume seated position on cycle ergometer and begin exercising at low intensity (50 W). Take exercise HR at end of each minute and compare to values obtained simultaneously from HR monitor. If you are palpating HR accurately, these values should be within 4 to 6 bpm.

BP Measurement Procedures

1. Review procedures:

· Resting: Subject is seated for at least 5 min with elbow flexed. Wrap cuff firmly around upper arm at heart level and align cuff with brachial artery. Place bell below antecubital space over the brachial artery. Rapidly inflate cuff to 200 mmHg or +20 mmHg above estimated systolic value. Slowly release pressure in cuff at rate of 2 to 3 mmHg/sec, noting first Korotkoff sound. Continue releasing pressure, noting when sound is muffled (fourth Korotkoff sound) and when it disappears (fifth Korotkoff sound). Take at least two readings. Evaluate (see table 2.3). Normal resting BP is <120/80 mmHg. Relative contraindication if resting BP is >200/110 mmHg. (Note: For clinical testing, resting BP is evaluated in both supine and exercise postures.)

2. Normal exercise BP responses:

· Systolic BP should increase with increasing exercise intensities.

· Diastolic BP should decrease or stay the same during GXT.

· Rise in systolic BP will be steeper and diastolic BP will increase during arm ergometry GXT.

· Systolic BP is more elevated during exercise in upright versus supine posture and for weight-bearing (e.g., treadmill or step exercise) versus non-weight-bearing (e.g., cycling) exercise.

· BP should stabilize during recovery but may not return to baseline values within 5 min.

3. Abnormal exercise BP responses:

· Failure of systolic BP to increase or a significant drop in systolic BP (>20 mmHg) with increase in exercise intensity

· Excessive rise in systolic BP (>250 mmHg) or diastolic BP (>115 mmHg)

BP Activities

1. Practice taking resting BP following standardized procedures. Record values. If you do not get same reading as other tester, use the dual stethoscope.

2. Practice taking exercise BPs with client exercising on cycle ergometer at low to moderate intensities (50 to 150 W). Remember to stabilize client’s arm during measurement. Use dual scope to see if your readings coincide with other tester’s values.

Group Discussion Questions

1. What are the potential sources of error in measuring heart rate by palpation? What can you do to minimize these sources of error?

2. What is your own resting HR classification?

3. Were your palpated HR values close to those obtained using the HR monitor or ECG?

4. Describe your HR response during exercise and recovery. Were your HR responses normal?

5. What are the potential sources of error in measuring blood pressure at rest and during exercise? What can you do to minimize these sources of error?

6. What is your resting BP classification?

7. When the dual stethoscope was used, how close were the BP values measured by the two technicians?

8. Describe your BP response during exercise and recovery. Were your BP responses normal

 
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Originally posted 2020-07-10 11:02:08.

conduct a search for articles related to innovation in healthcare. Specifically, locate an article that compares healthcare innovation to financial performance.

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1. conduct a search for articles related to innovation in healthcare. Specifically, locate an article that compares healthcare innovation to financial performance.
2. For the first part of this discussion, summarize the salient points of the article.
3. In the second part of this discussion, determine what impact, if any, innovation had on the healthcare organization.
4. Lastly, in your opinion do the current healthcare organizations that you are familiar with in Saudi Arabia encourage innovation? Why or why not?Hypertension Case StudyC.D is a 55-year-old African American male who presents to his primary care provider with a 2-day history of a headache and chest pressure.PMHAllergic RhinitisDepressionHypothyroidismFamily HistoryFather died at age 49 from AMI: had HTNMother has DM and HTNBrother died at age 20 from complications of CFTwo younger sisters are A&WSocial HistoryThe patient has been married for 25 years and lives with his wife and two children. The patient is an air traffic controller at the local airport. He has smoked a pack of cigarettes a day for the past 15 years. He drinks several beers every evening after work to relax. He does not pay particular attention to sodium, fat, or carbohydrates in the foods he eats. He admits to “salting almost everything he eats, sometimes even before tasting it.” He denies ever having dieted or exercised.MedicationsZyrtec 10 mg dailyAllergiesPenicillinROSStates that his overall health has been fair to good during the past year.Weight has increased by approximately 30 pounds in the last 12 months.States he has been having some occasional chest pressure and headaches for the past 2 days. Shortness of breath at rest, headaches, nocturia, nosebleeds, and hemoptysis.Reports some shortness of breath with activity, especially when climbing stairs and that breathing difficulties are getting worse.Denies any nausea, vomiting, diarrhea, or blood in stool.Self treats for occasional right knee pain with OTC Ibuprofen.Denies any genitourinary symptoms.Vital SignsB/P 190/120, HR 73, RR 18, T. 98.8 F., Ht 6’1”, Wt 240 lbs.HEENTTMs intact and clear throughoutNo nasal drainageNo exudates or erythema in oropharynxPERRLAFunduscopy reveals mild arteriolar narrowing without nicking, hemorrhages, exudates, or papilledemaNeckSupple without masses or bruitsThyroid normalNo lymphadenopathyLungsMild basilar crackles bilaterallyNo wheezesHeartRRRNo murmurs or rubsAbdomenSoft and non-distendedNo masses, bruits, or organomegalyNormal bowel soundsExtMoves all extremities wellNeuroNo sensory or motor abnormalitiesCN’s II-XII intactDTR’s = 2+Muscle tone=5/5 throughoutWhat you should do:Develop an evidence-based management plan.Include any pertinent diagnostics.Describe the patient education plan.Include cultural and lifespan considerations.Provide information on health promotion or health care maintenance needs.Describe the follow-up and referral for this patient.Prepare a 3–5-page paper (not including the title page or reference page).Assignment Requirements:Before finalizing your work, you should:be sure to read the Assignment description carefully (as displayed above);consult the Grading Rubric to make sure you have included everything necessary; andutilize spelling and grammar check to minimize errors.Your writing Assignment should:follow the conventions of Standard English (correct grammar, punctuation, etc.);be well ordered, logical, and unified, as well as original and insightful;display superior content, organization, style, and mechanics; anduse APA 6th Edition format as outlined in the APA Progression Ladder.
APA format
1-2 pages

 
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Explain whether the findings were normal or abnormal. Is medical clearance recommended?

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Data Collection Form for Measurement of Heart Rate and Blood Pressure

Demographics

BMI Categories:  Underweight = <18.5 Normal weight = 18.5–24.9  Overweight = 25–29.9  Obesity = BMI of 30 or greater

Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Age (yrs) 24 22 26 27 33
Height (cm) 166cm 172cm 160 172 174
Weight (kg) 74 75 57 62 80
BMI (kg/m2) 26.9 25.4 22.3 21.0 26.4

Screening

Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Active (Y/N) Y Y Y Y Y
Signs/Symptoms (Y/N) N N `n N N
Medical clearance recommended (Y/N) N N N N N
Recommended exercise intensity (L/M/V) M M M M M

CVD Risk Factor Assessment – Place a check in the box if the subject has one of the risk factors. Refer to Table 3.1 in the ACSM’s Guidelines for Exercise Testing and Prescription (page 48).

Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Age
Family History
Cigarette smoking
Hypertension
Dyslipidemia
Prediabetes/Diabetes
Obesity
Physically inactive

Resting HR

Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Palpitation 78 79 61 74 76
HR monitor 71 81 77 67 87
Auscultation

Exercise HR

Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Palpitation 100 112 134 110 120
HR monitor 124 120 129 131 135

Resting BP

Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Systolic 120 125 110 119 116
Diastolic 80 80 65 73 70

Exercise BP

Subject 1 Subject 2 Subject 3 Subject 4 Subject 5
Systolic
Diastolic

Introduction: You should explain the purpose of pre-participation screening. What are the benefits of screening and what does the literature say about pre-exercise screening?
Methods: Explain how your methodology in detail.
Results: Provide basic demographic information for your sample. Include a figure (graph or table) with your data. You should not explain your data in this section.
Discussion: Explain whether the findings were normal or abnormal. Is medical clearance recommended? If so, why? You should also explain what intensity of exercise you would recommend for your sample. What does the literature say?
Conclusion: Sum up what you found.

2 From V. Heyward and A. Gibson. 2014, Advanced Fitness Assessment and Exercise Prescription instructor guide, 7th ed. (Champaign, IL:
 
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In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing.

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In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.
Consider the following three scenarios:
Scenario 1:
Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.
Scenario 2:
Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.
. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.
Consider the following three scenarios:
Scenario 1:
Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.
Scenario 2:
Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.

 
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Originally posted 2023-04-12 13:32:46.

use the constructs of EBPH to propose a solution, correction, or reduction of that public health issue.

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ustify the need for EBPH

There are many public health challenges in our community and state that if addressed in a timely manner, can improve the health of everyone involved. In this assignment, you are being challenged to identify one such public health opportunity in your community or state and use the constructs of EBPH to propose a solution, correction, or reduction of that public health issue.
Using the assigned and suggested readings for this week, the South University online library, the Internet, and your experience, think of or identify a public health problem, issue, situation, or concern that is of personal interest to you. Keep this public health problem, issue, situation, or concern in mind because you will be using this problem, issue, situation, or concern throughout this course for other assignments and ultimately for your final project.
In your decision to select your public health problem, issue, situation, or concern, ensure that you consider the following:

  • A specific health condition or risk factor
  • The target or specific population affected (population can be defined by age, gender, race or ethnicity, geographic region, etc.)
  • The size and scope of the problem
  • The prevention opportunities
  • The potential stakeholders

Then, do the following:

  • Provide a 3 to 5 page paper defending or justifying the need for an evidence-based approach to address, control, reduce, or eliminate that particular public health problem, issue, situation, or concern.
  • Explain how you can use the evidence-based approach to design or propose a practical tactic to the public health problem, issue, situation, or concern that you have identified.

Submissions Details:

  • Write a 3 to 5 page, double-spaced paper in Word format. Cite all sources on a separate page. Apply APA standards to citation of sources.
  • Use the following file naming convention: LastnameFirstInitial_W1_Project.doc. For example, if your name is John Smith, your document will be
 
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Chloroform is a potentially toxic chemical

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Toxicokinetics

PHCL 4760/5760

Homework Assignment #8

One-Compartment First-Order Absorption Homework

DUE: Thursday, October 4, 2018 at start of class

1. Chloroform is a potentially toxic chemical that is a common environmental contaminant due to

its frequent use in industrial processes and subsequent discharge in industrial waste.

Chloroform is also produced in chlorinated drinking water and in chlorinated swimming pools,

so that chloroform exposure occurs often through ingestion and dermal exposure. The following

chloroform data was collected in 250 g rats following bolus iv, oral (po), and intraperitoneal

(ip) administration.

10 mg/kg bolus iv

500 mg/kg po or ip

Time (hr) Civ (mg/L) Time (hr) Cpo (mg/L) Cip (mg/L)

0.083 2.679 0.00 0.00 0.00

0.50 1.988 0.25 7.87 12.73

1.0 1.359 0.50 11.19 18.98

2.0 0.730 1.0 15.07 24.32

3.0 0.401 2.0 11.64 20.02

3.0 7.32 12.02

4.0 4.63 7.27

6.0 1.79 2.53

Using this data, determine:

(a) k, C0, V, and AUC* for the bolus iv data

(b) k, ka, B1, and AUC* for the po data

(c) k, ka, B1, and AUC* for the ip data

(d) relative bioavailability for po vs ip, Fpo/Fip

(e) absolute po bioavailability, Fpo

(f) absolute ip bioavailability, Fip

*You may use the shortcut methods to calculate AUC if you desire.

Graduate Students (enrolled in PHCL 5760) should also answer (1g) and (1h):

(g) theoretical time for maximum level, tmax

(h) how does the theoretical tmax compare to the measured tmax?

2. Diethylene glycol (DEG) is used in many products, including glue, gelatin, tobacco, cheese,

gum drops, antifreeze, soaps, cosmetics, and ice cream. At high enough levels, DEG can cause

CNS depression, kidney damage, coma, and death. To evaluate DEG toxicokinetics, the

following measurements were made in 250 g rats following oral administration of 18.2 µCi of 14C-DEG:

Time

(min)

Plasma DEG Levels

(µCi/L)

0 0.0

2 9.7

4 19.2

7 25.3

9 37.8

12 39.6

14 45.8

17 48.8

20 52.0

25 56.4

30 59.2

35 60.1

40 61.1

45 62.1

50 62.8

60 63.1

70 62.1

80 60.1

90 57.3

100 55.5

110 53.7

120 52.2

150 48.0

180 45.0

240 39.0

Note that a µCi is a measure of the amount of radioactivity, and hence in this case is a measure of the

amount of 14C-DEG.

Given that the oral bioavailability of DEG is essentially 100%, estimate the following from this data:

(a) elimination rate constant, k

(b) elimination half-life, t1/2,elim

(c) absorption rate constant, ka

(d) absorption half-life, t1/2,abs

(e) volume of distribution, V

(f) clearance, CL

Graduate Students (enrolled in PHCL 5760) should also answer (2g) and (2h):

(g) theoretical time for maximum level, tmax (h) how does the theoretical tmax compare to the measured tmax?

3. Chemists at a food additive company have developed a new artificial sweetener that shows no

signs of causing cancer or other serious illnesses in rodents. Based on preliminary human tests,

however, it can cause drowsiness at plasma levels above 30 mg/L. Measurements from these

preliminary tests indicate the following human toxicokinetic parameter values: t1/2,elim = 4.6hr,

t1/2,abs = 0.34hr, VD = 0.29 L/kg, Foral = 72%. Based on these parameters, estimate the following

for a 49 kg woman after she consumes 1.0 g of the new sweetener:

(a) Estimate the plasma concentration of the sweetener at 1hr, 6 hr, and 20hr after consumption.

(b) Estimate the time for maximum plasma concentration (tmax).

(c) Estimate the maximum plasma concentration (Cmax).

(d) Estimate the time at which the plasma level first rises above 25 mg/L. (Note this is a trial

and error problem where you must guess a time, plug it into the concentration equation, and

determine if it is close to 25 mg/L. Hint: based on part (a) it should be apparent that the

answer is less than 1hr.)

(e) Estimate the time at which the plasma level finally drops to 25 mg/L. (Note that this again

is a trial and error problem, as in part (d). Hint: based on (a) the answer should be between

1 and 6hr.)

(f) Estimate the total time that this woman’s plasma level is expected to be above the

drowsiness causing concentration of 25 mg/L.

 
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Nature and scope of the health problem

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General Directions for Focus Papers:

    1. Each focus paper must be written in a scholarly manner using proper APA format (6th edition).

 

    1. Each focus paper must be at least 750 words in length. The 750 words do not include the title page, reference list or appendix.
    2. Your paper should not consist of more than 10% of direct quotes. This means that in a 750-word paper, no more than 75 words can be directly quoted from a source. Points will be deducted from papers exceeding the 10% limit. Instead of quoting, paraphrase the information in your own words.
    3. Your paper must be submitted as MS Office Word documents, using a Time New Roman 12-point font, double spaced and with page numbers on the upper right corner with your last name (CHECK APA MANUAL).
    4. In each focus paper, you must use at least three different credible, professional references to support your discussion.  Your references should be cited in-text and in a reference list using proper APA format (PLAEASE USE PROPER APA FORMAT).

 

  1. The order of your paper should be: title page, body of your paper, reference list and appendix

Components of the Focus Papers:

For each Focus Paper, specific components or issues must be addressed.  Be sure you address each point in your narrative.

 

Focs Paper #1: Nature and scope of the health problem (750 words)

 

  • Identify the health problem and summarize what is occurring in the body when a person has this health problem, including a description of the main co-morbidities and risk factors.
  • What is the scope of this health problem in the US? Quantify how many people in the US are affected by this health problem. Identify and quantify the sub-groups (racial/ethnic, gender, etc.) that are most affected by this health problem.
  • Discuss why these groups are affected more than others (health disparities). Use data (statistics) from credible sources to support your discussion.
  • Using APA format, create a reference list citing all the sources used in writing your paper.
  • Interpret and include at least one graph or table that relates to the content of your paper. You will discuss the graph or table as part of your narrative and include the graph or table in an Appendix at the end of your paper. Cite the source for the tables or graphs below each one and in the reference list using APA format.
  • Copy and paste this link to your browser for APA guideline: https://owl.english.purdue.edu/owl/resource/560/01/
 
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Discuss current factors that influence the public's image of professional nursing?

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Arial 12 font, 500 words
1. a. Discuss current factors that influence the public’s image of professional nursing? b. How can you as a nurse/student nurse, tell members of society what professional nurses do?
2. a. What advantages do women have in nursing? b. What advantages do men have in the profession? c.What are the risks of being gender exclusive?
3. a.Discuss present trends associated with the profession of Nursing. b. What do you think the profession of Nursing will look like in 10 years from now?

Communicable Disease and Infectious Disease.
Read chapter 25 of the class textbook and review the attached PowerPoint presentation.  Once done answer the following questions;

  1.  Discuss the principles related to the occurrence and transmission of communicable and infectious diseases.
  2.  Describe the three focus areas in Healthy People 2020 and the objectives that apply to communicable and infectious diseases.
  3. Identify and discuss nursing activities for the control of infectious diseases at primary, secondary and tertiary levels of prevention.

As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “Week 5 discussion questions”.  A minimum of 2 evidence-based references besides the class textbook must be used.  Two replies to any of your peers sustained with the proper references are required.
A minimum of 700 words is required.

 

 
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Effectiveness or ineffectiveness of Conscience and Religious Freedom to the population that you as a healthcare professional serve.

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INTRODUCTION TO ETHICAL AND LEGAL PERSPECTIVES IN HEALTHCARE

As a healthcare professional, you are among a group of frontline workers. Frontline workers are the backbone of effective health systems. In fact, according to Frontline Health Workers Coalition (2018), “frontline workers play a critical role in providing local context for proven health solutions, and they connect with families and communities to the health system.” Successful policy advocacy and creation is often encouraged by frontline healthcare workers since they are the individuals who interact with the consumers (patients) the most. Your knowledge and perspective are vital to policy and lawmakers as a voice for healthcare consumers and for providing validation/opposition to laws and policy.
Recently the U.S. Department of Health & Human Services announced the “Conscience and Religious Freedom Division” of the Office for Civil Rights (OCR). The office’s stated goal is to “protect institutions and people who refuse to provide medical assistance based on religious objections.” As noted by HHS (2018), the office is intended to protect religious beliefs. As with most policies, there are opponents and proponents. In general, supporters advocate that the office will protect against religious discrimination while opponents believe the bill will allow for open discrimination against women and LGBTQ individuals.
Information about the Conscience and Religious Freedom Division can be found at the following source: https://www.hhs.gov/conscience/index.html
Conduct additional research on Conscience and Religious Freedom. For your Module 1 SLP assignment, you are to use reasoning (from a healthcare professional perspective) and ethical principles (i.e., Religious Ethics, Normative Ethics, Descriptive Ethics, Applied Ethics, etc.) to compose a 2-page letter to your local Congressman/Congresswoman either in support of or opposition to Conscience and Religious Freedom. This should not be opinion (e.g., avoid “I think” in your paper), but a supported analysis. Your letter should address the following:

  1. Effectiveness or ineffectiveness of Conscience and Religious Freedom to the population that you as a healthcare professional serve.
  2. Rationale for your support/opposition.
  3. Ethical principles that support your position and supporting rationale (why).
  4. Suggestions or recommendations.

Note: You are not graded on your support or opposition, but rather your critical thinking skills in supporting your position, and application of ethical principles. You may also think about referencing pivotal Supreme Court decisions as well (review background cases and supporting information in the Module 1 Background).
Frontline Health Workers Coalition. (2018). Who they are. Retrieved from https://www.frontlinehealthworkers.org/frontline-health

 
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