Nursing Research

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Nursing Research

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Nursing Research

Objective Reflection

As part of the class objectives, we would like for each student to write a small reflection paragraph and post it on this forum in answering what you have learned from this class, where the objectives that you had for the class met and how do you anticipate to use research.

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Course description: This course examines the relationship of research and practice and the use of data as a basis for decision making. Various approaches to the research process are explored. Ethical considerations in research are presented.

Learning Outcomes:

Upon successful completion of this class, the MSN student will be able to gain understanding of essential steps of the planning phase to conduct a research study: topic selection, literature review, relationship between theory and research, and the developmental stages of theory (AACN Essentials I, II, IV, V, VI, and VIII).
Upon successful completion of this course, the MSN student will be able to understand the necessary steps to conduct a nursing research: study design, type of study, research ethics, data collection, data analysis, implementation, and interpretation phase (AACN Essentials I, II, IV, V, VI, and VIII).
Upon successful completion of this course, the MSN student will be able to demonstrate the ability to use the complex steps of the reporting phase: presenting research findings, preparing research proposals, publishing results, and using evidence-based practice (AACN Essentials I, II, IV, V, VI, and VIII).

Objectives
The student will be able to identify research topics, review the literature, and interpret the developmental stages of theories (Descriptive/Explanatory/Predictive), and use a selected research article to test a theory as related to nursing practice.
The student will be able to demonstrate understanding of the planning phase of nursing research using the concept tree to address issues related to theory and research.
ObjectivesThe student will be able to apply knowledge of research methods to analyze, critique, and interpret research using the design and implementation phase of selected studies that are relevant to nursing practice.
The student will be able to distinguish type of studies (Qualitative/Quantitative/Experimental/Descriptive/Epidemiological/ and Longitudinal) by interpreting scholarly articles.
ObjectivesThe student will be able to demonstrate knowledge of the reporting phase of nursing research by preparing a research proposal using a poster or a virtual presentation.
The student will be able to conduct an individual research by writing a paper based on a research proposal reflecting evidence-based nursing practice.
Essential I: Background for Practice from Sciences and Humanities o Recognizes that the master’s-prepared nurse integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings.
• Essential II: Organizational and Systems Leadership o Recognizes that organizational and systems leadership are critical to the promotion of high quality and safe patient care. Leadership skills are needed that emphasize ethical and critical decision making, effective working relationships, and a systems-perspective.
• Essential III: Quality Improvement and Safety o Recognizes that a master’s-prepared nurse must be articulate in the methods, tools, performance measures, and standards related to quality, as well as prepared to apply quality principles within an organization.
• Essential IV: Translating and Integrating Scholarship into Practice o Recognizes that the master’s-prepared nurse applies research outcomes within the practice setting, resolves practice problems, works as a change agent, and disseminates results.
• Essential V: Informatics and Healthcare Technologies 5 o Recognizes that the master’s-prepared nurse uses patient-care technologies to deliver and enhance care and uses communication technologies to integrate and coordinate care.
• Essential VI: Health Policy and Advocacy o Recognizes that the master’s-prepared nurse is able to intervene at the system level through the policy development process and to employ advocacy strategies to influence health and health care.
• Essential VII: Interprofessional Collaboration for Improving Patient and Population Health Outcomes o Recognizes that the master’s-prepared nurse, as a member and leader of interprofessional teams, communicates, collaborates, and consults with other health professionals to manage and coordinate care.
• Essential VIII: Clinical Prevention and Population Health for Improving Health o Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.
• Essential IX: Master’s-Level Nursing Practice o Recognizes that nursing practice, at the master’s level, is broadly defined as any form of nursing intervention that influences healthcare outcomes for individuals, populations, or systems. Master’s-level nursing graduates must have an advanced level of understanding of nursing and relevant sciences as well as the ability to integrate this knowledge into practice. . Nursing practice interventions include both direct and indirect care components.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Discussion: Nursing Research
Discussion: Nursing Research

Discussion: Nursing ResearchADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Discussion: Nursing Research

Oswego Outbreak Investigation

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Oswego Outbreak Investigation

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Oswego Outbreak Investigation

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Description

Read the “Oswego Outbreak Investigation,” located in the Topic Materials.

Part 1

Complete the following:

Using the line listing in the Excel “Oswego Line Listing Workbook,” calculate the attack rate ratios for each food item using the table in the Excel “Oswego Attack Rate Table.” Create a separate 2×2 table for the food item you think is responsible for the outbreak and interpret the attack rate ratio for this food item. Refer to the “Creating a 2×2 Contingency Table” resource for guidance.

Using the line listing in Excel “Oswego Line Listing Workbook,” construct an epidemic curve by the time of onset of illness. What does this curve tell you regarding the average incubation period, source, and transmission?

Using the incubation range and clinical symptoms, identify potential infectious agents that could be responsible for the outbreak (refer to the Topic Material, “Compendium of Acute Foodborne and Waterborne Diseases”). Discuss your rationale.

Part 2

In a 500-750 word paper, evaluate the situation and present your findings. Including the following:

  • Does this case meet the definition of an “outbreak?” Why or why not?
  • Identify the steps required to investigate an outbreak. How did these steps help in investigating the Oswego event? Include the relevant information needed for each step to be successful.
  • Discuss the possible routes of transmission for the expected agent.

Based on this information, what control measures would you recommend? State whether they are primary, secondary, or tertiary prevention strategies.

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

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

  • PLEASE make sure APA citation and permalink for articles are complete and correct.
  • PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.
  • Read Chapters 3-5 and 18 in Gordis Epidemiology.

URL:

Use the “Compendium of Acute Foodborne and Waterborne Diseases,” located on the Centers for Disease Control and Prevention (CDC) website, to assist in completing the Oswego Outbreak Case History assignment.

URL:

View “How to Create an Epidemic Curve,” by Martin (2016), located on the YouTube website.

URL:

View “Know How to Interpret an Epidemic Curve?” by Martin (2017), located on the YouTube website.

URL:

Read “Two by Two Tables,” by Sullivan, Dean, and Pezzullo, from OpenEpi: Open Source Epidemiologic Statistics for Public Health (2013), located on the OpenEpi website.

URL:

Read “Goodness of Measurement: Reliability and Validity,” by Bajpai and Bajpai, from International Journal of Medical Science and Public Health (2014).

URL:

Read “CDC 24-7 Fact of the Week,” located on the Centers for Disease Control and Prevention (CDC) website.

URL:

NURS-FPX4005: Interview and Interdisciplinary Issue Identification

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NURS-FPX4005: Interview and Interdisciplinary Issue Identification

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NURS-FPX4005: Interview and Interdisciplinary Issue Identification

Create a 2-4 page report on an interview you have conducted with a health care professional colleague. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue. This is the first of three assessments that build on each other.

Introduction

As a baccalaureate-prepared nurse, your participation and leadership in intra- and interdisciplinary teams will be vital to the health outcomes for your patients and organization. One way to approach designing an improvement project, and implementing change, is to become knowledgeable about the challenges that the organization is facing. To do this, you will interview a healthcare professional. This can be a peer, a nursing colleague, administrator, or someone who could provide you with sufficient knowledge and information on a particular problem or concern within the organization.

It would be an excellent choice to complete the Plan-Do-Study-Act (PDSA) Cycle activity prior to developing the report. The activity consists of four questions that create the opportunity to check your understanding of best practices related to each stage of the PDSA cycle, which is one of a number of change models you can read about. The information gained from completing this activity will promote your success with the Interview and Interdisciplinary Issue Identification report. This will take just a few minutes of your time and is not graded.

Professional Context

By interviewing a healthcare colleague of your choice, you will begin to gather information about an interprofessional collaboration problem that your colleague is experiencing, or has experienced, in the workplace. You will identify a change theory and leadership strategies that can be applied to address this problem.

Overview

This assessment is the first of three related assessments in which you will gather interview information, design a proposal for interdisciplinary problem-solving, and report on how an interdisciplinary improvement plan could be implemented in a place of practice. At the end of the course, your interviewee will have a proposal plan that they could present to stakeholders to address an interdisciplinary problem in the workplace.

You may interview a healthcare professional such as a fellow learner, nursing colleague, administrator, business partner, or another appropriate person who could provide you with sufficient information regarding an organizational problem or an area in which the organization is seeking improvements. Consult the Interview Guide [DOCX] for an outline of how to prepare and the types of information you will need to complete this project successfully.

Instructions

For this assessment, you will report on the information gathered during your interview. You will discuss the interview strategy that you used to collect information. Your interview strategy should be supported by citations from the literature. The goal of this assessment is to analyze the interview data and identify an issue that would benefit from an interdisciplinary solution. This could be an issue that has not been addressed by an interdisciplinary approach or one that could benefit from improvements related to the interdisciplinary approach currently in use. Additionally, you will prepare for your Interdisciplinary Plan Proposal assessment by researching change theories, leadership strategies, and collaboration approaches that could be relevant to issue you have identified. Please be certain to review the scoring guide to confirm specific required elements of this assessment. Note that there are differences between basic, proficient and distinguished criteria.

Use the Interview and Issue Identification Template [DOCX] to help you stay organized and concise. As you complete the template, make sure you use APA format for in-text citations for the evidence and best practices that are informing your plan, as well as for the reference list at the end. (Because you’re using a template, a title page is optional.)

Additionally, be sure to address the following criteria. Please study the scoring guide carefully so you know what is needed for a distinguished score.

  • Summarize an interview focused on past or current issues at a healthcare organization.
  • Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
  • Describe change theories and a leadership strategy that could help in developing an interdisciplinary solution to an organizational issue.
  • Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
  • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Additional Requirements

  • Length of submission: Use the provided template. 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 three sources of scholarly or professional evidence to support your central ideas. Resources should be no more than 5 years old. See the Capella University Library.
  • APA formatting: Make sure that in-text citations and reference list follow current APA style. See the APA Module.

Competencies Measured

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

  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    • Summarize an interview focused on past or current issues at a health care organization.
    • Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.
  • Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
    • Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
  • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
    • Describe change theories and a leadership strategy to develop an interdisciplinary solution to an organizational issue.
  • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Holistic approach for the older adult

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Holistic approach for the older adult

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Holistic approach for the older adult

Week 3 discussion Develop a wellness program with a holistic approach for the older adult you identified, using resources available in your community. Discuss how this approach will prove an optimum level of well-being.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Holistic approach for the older adult

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large , triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

  • The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Week 3 discussion

Occupational exposure limits

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Occupational exposure limits

Occupational exposure limits

 Perform the following calculation for air concentration. Acetone: 42.0 ppm = ____ mg/m3

Perform the following calculation for air concentration. Sulfuric Acid: 2.5 mg/m3 = ____ ppm

Perform the following calculation for air concentration. Formaldehyde: 4.0 mg/m3 = ____ ppm

Perform the following calculation for air concentration. Benzene: 3.0 ppm = ____ mg/m3

Discuss the similarities and differences that exist between the three basic types of occupational exposure limits (OELs). Describe how each type of OEL is used to control occupational exposures, and provide at least one specific chemical for which each type of OEL has been established.

Your answer must be a minimum of 200 words in length.

Discuss the common elements used to derive occupational exposure limits (OELs). Provide your opinion as to which of the elements is the most important.

Your answer must be a minimum of 200 words in length

Describe how hazard notations are used to derive OELs, including the additional hazard notations included by the Occupational Safety and Health Administration (OSHA). How would these notations be used in industrial hygiene practice?

Your answer must be a minimum of 200 words in length.

Unit III journal

Imagine that you are an industrial hygienist or a safety officer at an organization. Describe how you would determine which occupational exposure limits (OELs) should be applied at your workplace. Should you use the Occupational Safety and Health Administration (OSHA) permissible exposure limits (PELs), the American Conference of Governmental Industrial Hygienists (ACGIH) threshold limit values (TLVs), or the National Institute for Occupational Safety and Health (NIOSH) recommended exposure limits (RELs)? Explain which one you would choose and why.

Your journal entry must be at least 200 words. No references or citations are necessary.

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NU 665 Week 11: Personal Assumptions

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NU 665 Week 11: Personal Assumptions

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Question 2: Understanding Stigma

Community members tend to demonstrate severe discrimination toward people diagnosed with both personality and paraphilic disorders. People with personality disorders show turbulent behavior that the social environment recognizes correctly but fails to recognize moral degeneration in patients with paraphilic disorders. Prejudice-based social stigma creates feelings of alienation that intensify psychiatric symptoms by adding shame, which hurts treatment outcomes.

People shun professional medical treatment because they believe healthcare professionals, along with their social network, will display negative attitudes toward them. People refrain from professional treatment because they seek to avoid social embarrassment while fearing adverse reactions from their family members and friends and supervising authorities at work. People with paraphilic disorder must navigate increased legal and moral barriers to professional counseling because of the difficulties they encounter when seeking help for their issues.

Uncontrolled medical symptoms simultaneously degrade mental health status and create relationship problems as well as intensify emotional distress. When service providers undergo continuous training together with advocacy programs, the result is supportive mental health care and the elimination of negative mental illness stigmas. Evidence-based care enables health organizations to reach better outcomes since it allows them to make treatment available to their patients.

Question 5: Ethical Considerations

Treatment of patients with personality disorder and paraphilic disorder presents Psychiatric Mental Health Nurse Practitioners with three primary ethical dilemmas ranging from maintaining professional boundaries and confidentiality to informed consent. Patients affected by personality disorders force nurses to establish therapeutic relationships within professional boundaries. Public safety requires nurses to protect patient confidentiality since those with paraphilic disorders exhibit dangerous behaviors.

When handling these cases, I will implement the ethical concepts of autonomy, beneficence and nonmaleficence. Ethical patient care delivery needs organized communication systems and standardized treatment approaches that work across different healthcare teams. Professional guidance will support established therapy methods that combine Dialectical Behavior Therapy (DBT) for personality disorders alongside Cognitive-Behavioural Therapy for paraphilic disorders in patient treatments. Continuous supervision and educational programs will foster my capacity to handle ethical dilemmas and maintain patient safety and well-being.

Question 10: Role of Education and Training

The Psychiatric Mental Health Nurse Practitioner (PMHNP) curriculum provided me with a solid basis to treat patients with personality disorders together with paraphilic disorders. My understanding of mental health disorders, including their diagnostic features and treatment methods, comes from coursework in psychopathology, psychopharmacology, and psychotherapy. Additionally, my clinical education experience has reinforced this knowledge. My clinical education received substantial benefits from learning evidence-based practices through the implementation of Dialectical Behavior Therapy (DBT) for coping with borderline personality disorder patients and Cognitive Behavioral Therapy (CBT) for managing patients with paraphilic disorders. Through my psychiatric evaluation and risk assessment skills, I can create specific treatment strategies that prioritize both medical security and ethical healthcare delivery.

The process of working with these populations needs ongoing professional development. The expansion of training in forensic psychiatry should be a priority since persons with paraphilic disorders encounter legal and ethical complications that affect their treatment. My ability to treat personality disorders will be improved through mastering long-term psychodynamic therapy approaches. The development of motivational interviewing and trauma-informed care competencies will enhance my skills to create and maintain treatment adherence in patients. I will improve my ability to give leading-edge care by constantly updating my knowledge about both new research in neurobiological explanations and contemporary pharmacological treatment methods for these disorders. Regular expansion of professional competencies allows me to deliver top-quality healthcare support for these patients while actively campaigning for their mental wellness needs.

NU 665 Week 11: Personal Assumptions

Value: 100 points

Due: Day 7

Grading Category: Assignments

Instructions

Working with individuals with personality disorders or paraphilic disorders can be a challenge for the PMHNP. The thoughts and opinions you have about clients will influence your treatment of them, so it is important to confront these thoughts and learn how to manage them ahead of seeing patients independently.

To discover your assumptions about those with these specific mental health disorders, review the Assignment 11.1 Personal Assumptions document and choose three of the prompts to respond to. This paper should be one to two pages in length, and references are not required.

Please refer to the Grading Rubric for details on how this activity will be graded.

Public Hospital Biology

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Public Hospital Biology

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Description

The book:

* please be sure to do the work correctly because it is very important thank you

Some questions to help you get started; feel free to discuss anything from the book that interested you!!
Have you tried to explain science to people with no science education? How do you approach this challenge? How do you prevent the kinds of misconceptions that Henrietta’s family were left with?
The first mention of Henrietta Lacks’ family says that they refused to give a postmortem sample of her tissues and were angry about not receiving any financial compensation. Did this surprise you, given that the introduction discusses how important these cells have been?
Why did so few books correctly name Henrietta Lacks? Why did they try to include her name and information?
Prologue:
The articles in Ebony and Jet found by Rebecca Skloot said that the Lacks family had only recently learned that her cells were still alive, 25 years after Henrietta’s death. They then understood that she was being studied, but not why. How do you think these experiences contributed to the family’s outlook on medicine and science?
Ch. 1:
Why did David Lacks take Henrietta to the public wards at Johns Hopkins instead of a closer hospital?
What did Henrietta’s first doctor assume the source of the lump on her cervix was? What bias did this show?
Based on Henrietta’s medical history, what can you infer about her life and personality? How would you describe her feelings about doctors?
Ch. 2:
What are the connotations of the term “home-house?” What does this term suggest about the values of the Lacks family?
Compare the medical terms describing Elsie’s condition with the terms used by Henrietta’s friends and family. What are the connotations of the two sets of terms?
Ch. 3:
How did doctors justify using patients in public hospital wards as medical research subjects without obtaining their consent or offering them financial compensation? Do you agree or disagree with their reasoning?
Analyze the consent statement that Henrietta signed (p. 31). Based on this statement, do you believe TeLinde and Gey had the right to obtain a sample from her cervix to use in their research?
Do you think Henrietta would have given explicit consent to have a tissue sample used in medical research if she had been asked? Do you think she would have understood what was being asked of her? Explain your answers.
How informed should consent be? The standard is to write consent forms at a fourth grade reading level. Do you think that level is correct and appropriate? Why?
Were cells taken only from black patients? Were black patients generally treated differently from white patients in the early 1950s?
Ch. 4:
Gey chose to give away samples of HeLa to his colleagues almost immediately. Do you think this was a good decision?
What is the implication of the author’s decision to use the term “birth” to describe the initial growth of HeLa cells?

Ch. 5:
Why did Henrietta and Day decide to place Elsie in the Hospital for the Negro Insane?
Why do you think Henrietta initially chose not to tell people about her cancer diagnosis? What does this decision suggest about Henrietta’s personality?
What important information did Henrietta’s doctor fail to give her before starting her cancer treatment? How did she react when this information was eventually shared with her?
Ch. 6:
What do the Tuskegee Syphilis Study and the Mississippi Appendectomies suggest about the history of African Americans and medicine?
What questions does Deborah have about her mother?
Ch. 7:
Give an example of propaganda that was used to fuel the public’s fear and distrust of tissue culture.
What details suggest that Carrel’s claims about the immortal cell line were not scientifically sound?
Ch. 8:
How did Henrietta’s doctors react to her intuitive conviction that the cancer was spreading inside her?
What does the use of the term “miserable specimen” by Henrietta’s doctors reveal about their attitude toward her?
Do you think Gey really met with Henrietta? Why?
Ch. 9:
Compare and contrast the Turner Station that Skloot visited in 1999 with the Turner Station that Henrietta experienced as a young woman.
Ch. 10:
Cootie seems to know and understand a little bit about HeLa cells, but he believes that Henrietta’s spirit is still present in her cells. What does Cootie think about the reason that HeLa cells were used to develop a polio vaccine?
Ch. 11:
Why did doctors stop giving Henrietta blood transfusions? What did Henrietta’s friends and family do when they found out that she needed blood? Why do you think they were willing to sacrifice to help her?
What was Henrietta’s final request, and what does that tell you about her?

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

Death And Dying

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Case Study On Death And Dying

 

Death And Dying

Assignment: Death And Dying

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic study materials you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

  1. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
  2. How would  George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
  3. As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
  4. What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
  5. Given the above, what options would be morally justified in the Christian worldview for George and why?
  6. Based on your worldview, what decision would you make if you were in George’s situation?

Remember to support your responses with the topic study materials.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required.

This assignment uses a rubric.You are required to submit this assignment to LopesWrite.

1. Bioethics: A Primer for Christians

Read Chapters 6 and 12 in Bioethics: A Primer for Christians.

http://gcumedia.com/digital-resources/wm-b-eerdmans-publishing-co/2013/bioethics_a-primer-for-christians_ebook_3e.php
2. Called to Care: A Christian Worldview for Nursing

Read Chapters 10-12 in Called to Care: A Christian Worldview for Nursing.

http://gcumedia.com/digital-resources/intervarsity-press/2006/called-to-care_a-christian-worldview-for-nursing_ebook_2e.php

3. Defining Death: Medical, Legal and Ethical Issues in the Determination of Death

Read the Introduction and Chapters 1-3 of “Defining Death: Medical, Legal and Ethical Issues in the Determination of Death” by the President’s Commission for the Study of Ethical Problems in Medicine and Biomedical and Behavioral Research (1984).

https://repository.library.georgetown.edu/bitstream/handle/10822/559345/defining_death.pdf?sequence=1

Rubric

  1. Analysis of how the man would interpret his suffering in light of the Christian narrative and the fallenness of the world is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. 12%
  2. Analysis of how the man would interpret his suffering in light of the Christian narrative and the hope of resurrection is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. 12%
  3. Analysis of how the Christian worldview of the man might inform his view about the value of his life as a person with ALS is clear and demonstrates a deep understanding that is skillfully supported by topic study materials.12%
  4. Evaluation of which values and considerations the Christian worldview focuses on when deliberating the option of euthanasia for the man is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. 12%
  5. Evaluation of which options would be justified in the Christian worldview for the man is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. 12%
  6. Reflection hypothesis of which personal choices would be make if faced with ALS based on personal worldview is clear, relevant, and insightful. 10%
  7. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 7%
  8. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 8%
  9. Writer is clearly in command of standard, written, academic English. 5%
  10. All format elements are correct.5%
  11. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 5%

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Industrial Hygiene Assessment 

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Industrial Hygiene Assessment

 

Industrial Hygiene Assessment

Question 1:

You have been tasked with establishing and implementing an effective hearing conservation program for a metal stamping facility. Noise monitoring shows that employees working in the press areas of the facility are exposed to 8-hour TWA noise exposures between 85.0 dBA and 89.0 dBA. Based on the requirements of 29 CFR 1910.95, summarize the requirements for an effective hearing conservation program and discuss steps to make the program as effective as possible.

Please refer to 29 CFR 1910.95(b)(2) for the formula.

Your response must be a minimum of 200 words in length.

Question 2:

Summarize the characteristics and abilities of sound level meters (SLMs) and noise dosimeters and how they can be used to evaluate noise exposures at a facility.

Your response must be a minimum of 200 words in length.

Question 3:

Three workers (8-hour work shift) were monitored for work in different areas of a facility using calibrated noise dosimeters. The results are summarized in the following table. Time for Monitoring

Worker 1      Worker 2       Worker 3

3 hours     80.5 dBA       98.5 dBA        92.5 dBA

2 hours     81.0 dBA       86.5 dBA        85.0 dBA

2 hours     82.0 dBA       84.5 dBA        83.5 dBA

1 hour       95.0 dBA         83.5 dBA       80.0 dBA

a. Calculate the 8-hour time-weighted average (TWA) noise exposure for each of the three workers.

b. Summarize which (one) of the exposures exceeds OSHA’s permissible exposure limit (PEL) and/or action level for noise.

c. Discuss what factors about the noise monitoring may have affected the accuracy of the noise measurements.

Show your work for all mathematical calculations.

Please refer to Appendix A to 29 CFR 1910.95 for assistance on how-to solve this problem.

Your response must be a minimum of 200 words in length.

Question 4:

Define the following terms associated with occupational noise:

a. Wavelength

b. Frequency

c. Sound Pressure

d. Decibel

e. Octave Band

Your response must be a minimum of 200 words in length

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Critical Thinking Questions

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Critical Thinking Questions

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Critical Thinking Questions

Use the following Case Scenario, Subjective Data, and Objective Data to answer the Critical Thinking Questions. Case Scenario

Mrs. 3. is a 63-year-old woman who has a history of hypertension, chronic heart failure, and sleep apnea. She has been smoking two packs of cigarettes a day for 40 years and has refused to quit. Three days ago, she had an onset of flu with fever, pharyngitis, and malaise. She has not taken her antihypertensive medications or her medications to control her heart failure for 4 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure.

Subjective Data

Is very anxious and asks whether she is going to die.
Denies pain but says she feels like she cannot get enough air.
Says her heart feels like it is “running away.”
Reports that she is so exhausted she cannot eat or drink by herself. Objective Data
Height 175 cm; Weight 95.5 kg
Vital signs: T 37.6 C, HR 118 and irregular, RR 34, BP 90/58
Cardiovascular: Distant S1, 52, 53, 54 present; PMI at sixth ICS and faint; all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation
Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; 5p02 82%
Gastrointestinal: BS present: hepatomegaly 4 cm below costal margin
Critical Thinking Questions

What nursing interventions are appropriate for Mrs.]. at the time of her admission? Drug therapy is started for Mrs. 3. to control her symptoms. What is the rationale for the administration of each of the following medications?

IV furosemide (Lasix)
Enalapril (Vasotec)
Metoprolol (Lopressor)
IV morphine sulphate (Morphine)
Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.

Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide rationale for each of the interventions you recommend.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Discussion: Critical Thinking Questions