Use the textbook posted below and answer these questions.
1) In your own words, describe the difference between euthanasia and physician-assisted suicide.
2) Select an argument for or against either euthanasia or physician-assisted suicide. How would you defend your argument?
Your patient has a Personal Health Record…Now what?
Discussion
Purpose
This week's graded discussion topic relates to the following Course Outcomes (COs).
Preparing the Discussion
· Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:
· Demonstrate understanding of concepts for the week
· Integrate outside scholarly sources when required
· Engage in meaningful dialogue with classmates and/or instructor
· Express opinions clearly and logically, in a professional manner
· Use the rubric on this page as you compose your answers.
· Best Practices include:
· Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.
· Enter the discussion often during the week to read and learn from posts.
· Select different classmates for your reply each week
Discussion Question
Case Study: A 65-year-old woman was just been diagnosed with Stage 3 non-Hodgkin's lymphoma. She was informed of this diagnosis in her primary care physician's office. She leaves her physician's office and goes home to review all of her tests and lab results with her family. She goes home and logs into her PHR. She is only able to pull up a portion of her test results. She calls her physician's office with this concern. The office staff discussed that she had part of her lab work completed at a lab not connected to the organization, part was completed at the emergency room, and part was completed in the lab that is part of the doctor's office organization.
The above scenario might be a scenario that you have commonly worked with in clinical practice. For many reasons, patients often receive healthcare from multiple organizations that might have different systems.
As you review this scenario, reflect and answer these questions for this discussion.
· What are the pros and cons of the situation in the case study?
· What safeguards are included in patient portals and PHRs to help patients and healthcare professionals ensure safety?
· Do you agree or disagree with the way that a patient obtains Personal Health Records (PHRs)?
· What are challenges for patients that do not have access to all of the PHRs? Remember, only portions of the EHRs are typically included in the PHRs.
EBOOK to use for one citation:
· https://bookshelf.vitalsource.com/reader/books/9781323903148/epubcfi/6/492%5B%3Bvnd.vst.idref%3DP7001015544000000000000000002CB2%5D!/4/2%5BP7001015544000000000000000002CB2%5D/2/2%5BP7001015544000000000000000002CB3%5D/7:6%5B%20In%2Cter%5D
· email:
[email protected]
· Pwd: Leroyismyhero1#
let me know if you cannot have access to the ebook
Prof needs one citation from the ebook and one external citation
At least 2 citations.
What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? From where would one find comfort and hope in the light of illness according to this narrative? Explain in detail each part of the narrative above and analyze the implications.
Original Work, No Plagiarism, Cite and Reference
In a brief response (no more than 1-2 paragraphs), describe why research collaborations are important and provide an example of how collaborative research impacts responsible conduct of research. You may include an example from something you have experienced in an academic, professional or organizational setting, or an example from the readings.
Soap Note 1 “ADULT” Wellness check up (10 points)
Follow the MRU Soap Note Rubric as a guide:
Use APA format and must include mia minimum of 2 Scholarly Citations.
Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)
Turn it in’ s Score must be less than 25% or will not be accepted for credit; it must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 25%. Copy-paste from websites or textbooks will not be accepted or tolerated and will receive a grade of 0 (zero) with no resubmissions allowed.
DISCUSSION
TRANSLATION OF EVIDENCE AND APPLICATION
Topic: Staffing needs and Scheduling policies
Introduction
In the medicine and nursing fields the concepts of Health and Illness have been explained using models frameworks. One example is the Hierarchy of Needs by Abraham Maslow.
Instructions
1. Each student will have a Model assigned.
2. Open a discussion forum to present and describe the Model assigned.
3. Images can be use in order to support and expand the presentation and description of the Model.
4. Cite the reference used in APA style.
5. Write directly in the discussion area. Do Not Attach additional documents. Everything must be in the text area of the discussion forum.
6. This information will be “discussed” and shared in class. Do Not Copy & Paste. Study the information. You will be answering questions to clarify the information.
7. Models:
MODEL ASSIGNED: Health Belief Model
Original Work, No Plagiarism, Cite and Reference
Hugo is a graduate student working on a research study that is seeking to explore the efficacy of a new medicine for the prevention of chemotherapy-induced peripheral neuropathy. As part of his duties, he is asked to make himself available during participant recruitment to clarify any questions that the recruitment personnel or the participants may have. On one of these occasions, a research nurse named Phoebe is obtaining informed consent from a young adult named Simon.
The informed consent form includes information on the purpose of the study, a double-blinded, randomized intervention trial to test the efficacy of a medicine for the prevention of chemotherapy-induced peripheral neuropathy. The form explains the risks and benefits of participation at length, including the anticipated side effects of the new medicine.
The benefits are thought to outweigh the risks. The participants in the treatment arm of the study may benefit from the medicine's hypothesized prevention of chemotherapy-induced peripheral neuropathy. Participants in both groups will receive close monitoring of neuropathy symptoms and evidence-based care while being in the study. Finally, the form explains that the information collected may help to lead to the discovery of an agent that may reduce chemotherapy-induced peripheral neuropathy, of which there are currently no none effective preventative treatments.
As Phoebe is reviewing the informed consent form, Simon appears somewhat uncomfortable and apprehensive. Hugo thinks that his response may be related to the surroundings and/or situation. They are sitting in the exam room shortly after Simon learned of the treatment options for advanced stage colorectal cancer and the doctor left without answering all of his questions. Simon also has additional oncology appointments shortly after the consent discussion.
Hugo is also struck by Simon's interaction with Phoebe. He nods and his occasional brief responses sound more like someone receiving a set of instructions than an indication of understanding.
During the time it takes to complete the informed consent form, which is quite lengthy, Hugo begins to wonder whether Simon truly understands the research study and his part in it. Hugo also questions whether Simon understands what randomization is and how this technique will affect him as a research participant. Hugo is distracted from his thoughts by movement from across the room. Simon is ready to place his signature on the informed consent form. He seems to be eager to do so. The form states that study subjects have the right to refuse to participate and that they may withdraw at any time, but Hugo begins to question whether Simon truly has a choice in giving his consent. Do the benefits from this study, overwhelm any concerns he may feel regarding being in the study?
Hugo is unsure how to address his discomfort with the informed consent process that he has just witnessed and he begins to deliberate about what course of action he should take to address his concerns.
Discussion Questions:
1. How could the informed consent form or the process of obtaining informed consent be modified to address Hugo's concerns?
2. What types of questions or techniques could have Phoebe provided to assess Simon's understanding of the study?
3. How would you describe “randomization” to a prospective study participant?
4. How would you respond to a participant who says “can we skip the rest of this and sign the form” during the informed consent discussion?
Write a 2-3 page paper about some of the Best Practices you have learned about during this course. How will these practices improve patient's outcomes?
You must use APA and have at least three references less than three years old to support your choices.
