Euthanasia & Physician Assisted Suicide (PAS)

After studying the course materials located on 

Module 8: Lecture Materials & Resources
 page, answer the following:

1. Euthanasia

· Medical / Generic definition

· Bioethical definition.

2. Describe pain and suffering within context of faith

3. Physician Assisted Suicide / Death ( PAS / PAD)

· Definition

· Is it ethical?

· Should we have the right to end our lives? Why yes or why not?

4. Better alternatives to PAS; compare and contrast each:

· Hospice

· Palliative care / Terminal sedation

5. Case studies. Brief summary of:

· Hemlock Society

· Jacob Kevorkian

· Britanny Maynard

Week 3 Module 3: Health Promotion, Risk Reduction, and Community Assessment

Module Overview

During week three, you will study risk reduction in population health and community assessment. You will complete course activities related to the process of completing a community assessment. A community assessment helps the nurse to:

· Identify the needs of a community,

· Clarify and prioritize problems, and

· Know what community strengths and resources are available to help solve those problems • Promote entry-level competencies in practicing public health nursing at the systems and community levels of nursing practice

Overall Topics

· Health Promotion

· Risk Reduction

· Community Assessment

Module Learning Objectives

By the end of this week, students will:

· Analyze the importance of risk reduction in population health.

· Examine the process and purpose of a community assessment.

· Identify the key components in a community assessment.

· During this course, complete and document a community assessment.

Learning Assignments

1. Read Nies and McEwen, Chapters 4 & 6 (including Table 6.2 – Community Assessment Parameters

2. Refer to Nies & McEwen PowerPoints in module

3. Read article: Caring in the Margins

4. Read 1939 Public Health article

5. Depending on your chosen community, you may do a walking or windshield survey that you will use as part of your data in your community assessment. There is a video example of a Windshield Survey. This is valuable data to include in your Community Assessment! Please note: Do not drive while completing the survey–have another driver when doing the windshield survey or you may also do it on foot, if able.

6. Review: Mustang Library NURS 400 Data Guide:

http://libguides.smsu.edu/nurs40


0

. The data guide is set up for NURS 400 at the Mustang Library. It has a menu at the top that includes databases for many of the items you need for your Community Assessment assignment! It also provides a nice overview of data resources available for assessing a community. Please take advantage of this excellent resource for your community assessment assignment.

7. Review: Community Assessment Windshield Survey:

https://www.youtube.com/watch?v=TGXMoQjXbUk

8. View: Sample video of a Windshield Survey:

https://www.youtube.com/watch?v=tG9YBqywhiE

9. See course module for all activities

Items Due

1. Synthesis and Application #2 initial posting due on 9/11/23 at 11:59 pm and
two replies to peers due on 9/17/23 by 11:59 pm (discussion is not self-graded) – Caring in the Margins

Discussion Topic

Task: Reply to this topic

Please read the article – Caring in the Margins by Enestvedt et al. (2018). The article discusses essential skills in transcultural nursing around issues of equity and social justice. Consider 'aha' takeaways while/after you read the article. The synthesis and application post focuses on getting you to think a bit deeper on this topic, specific to your own profession and public health nursing. There are three questions for you to answer:

1. Consider your own profession. What do you see as opportunities for adopting pieces of what you read in this article within your current professions and/in public health nursing?

2. Consider your own profession. Are there pieces of what you read in this article that you are struggling with and/or feel are not a fit regarding your profession and/or in public health nursing?

3. What is something you want to know more about, as it relates to this article?

This week, you will complete Case Study Part 1:

SECTION 1 BACKGROUND: IDENTIFYING A PROBLEM Eleanor is a 52-year-old patient who has had a hip replacement 1 day ago who is on your assigned patient care team. You complete patient care rounds and assess Eleanor’s vital signs, comfort level, intravenous (IV) site and wound dressing. Eleanor has an IV for fluid replacement and medication administration. She also has an indwelling urinary catheter. She tells you that her pain level is a 4 out of 10 and she is reluctant to move around because of the pain. You know that the patient’s pain control is a high priority and that the physician ordered the indwelling urinary catheter until the patient is able to get out of bed easily and tolerate fluids. The urinary catheter is convenient in that the patient will not experience pain getting up to the bathroom and it provides an accurate measurement of output. On the other hand, you know that the longer the indwelling urinary catheter is in place, the higher the risk of an infection. You ask a trusted senior nurse when is the right time to remove the catheter since Eleanor is now tolerating ice chips. The senior nurse tells you that the catheter is usually kept until the patient is able to get up and ambulate independently. You wonder if there are any contraindications or problems with removing Eleanor’s indwelling catheter now. You decide to follow the senior nurse’s advice, leaving the indwelling urinary catheter in place and reevaluate for removal in the morning. 

SECTION II BACKGROUND: INTERPROFESSIONAL TEAMS AND STAKEHOLDER ENGAGEMENT This section is focused on the identification of a clinical problem and the steps of forming an interprofessional team to work on fixing the problem. The intent is to understand who are the stakeholders for this problem and the importance of engaging stakeholders in the quality improvement (QI) project. Examine the problem of CAUTIs holistically to identify stakeholders. You return to work the next day to learn that Eleanor has a low-grade fever of 99.8° F that was reported to the physician. The physician ordered an immediate urine culture and removal of the catheter the previous afternoon. The urine culture was positive for Escherichia coli, representing the presence of catheter-associated urinary tract infection (CAUTI). During the bedside report, you find that although Eleanor states she is tired, she is able to get up to the bathroom with a walker independently. She is also tolerating oral fluids and foods. The presence of the CAUTI bothered you enough that you spoke to your Unit Director about looking into evidence-based interventions to reduce CAUTIs. The Unit Director tells you that the rate of CAUTIs for the medical–surgical unit has steadily risen over the past year and the monthly total is twice the number from 2 years ago. You volunteer to convene a committee to work on the problem. Your first step is to identify others who should be on your team. You know that the stakeholders are individuals who influence or are influenced by the clinical problem under investigation. Review the discussion on stakeholders in Chapter 15 for guidance on selecting appropriate stakeholders. 

SECTION III BACKGROUND: LEADING A QI TEAM This section is focused on power gradients and leadership styles within an interprofessional team. Consider how to lead a team consisting of various healthcare professionals. You identified a variety of interprofessionals to include on your committee including two direct care nurses from the medical–surgical unit, one nurse from the operating room, two certified nurse assistants, a nurse supervisor, a physician, the medical–surgical clinical nurse specialist, a pharmacist, a laboratory representative, and a dietician. You feel that these individuals clearly represent all aspects of patient care. Review the information on communicating within a team and with different power gradients in Chapter 8. By working closely with the clinical nurse specialist (CNS), you are able to convene a meeting of the team.

Download and complete Case Study Part I Worksheet Download Case Study Part I Worksheet. 

Submit your completed Case Study Part I worksheet and its attachments into the drop box as one attachment. 

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What assessment data would substantiate the diagnosis of menopause?

What type of therapy would you expect this patient to receive? Why?