Description
I will need peer responses for each one of the discussions attached. Each response should have a minimum of 100 words and one reference.
Unformatted Attachment Preview
NUR 521
Discussion 1
(Maria)
An important ethical and legal principle in healthcare is informed consent, which
guarantees that patients are aware of the advantages, disadvantages, and available
options before giving approval for a planned treatment or surgery. Healthcare
professionals must provide important information regarding the planned procedure or
therapy, such as its goals, advantages, dangers, and possible alternatives (Shah et al.,
2020). It is important to provide this information in a way that the patient can
comprehend. In order to comprehend the information given and make decisions
regarding their care, patients must be mentally capable. Before giving their consent,
patients should show that they have read and understood the information. To ensure
straightforward communication, this may entail the use of translators, visual aids, or
layman’s terminology (Kadam, 2017). The person giving consent need to be able to do so
legally. For example, under certain circumstances, children may need parental consent.
There may be serious consequences if these informed consent requirements are not
met. For example, think of a situation where a patient has surgery and is not completely
informed about the dangers associated. In the event that postoperative issues occur that
were not disclosed in advance, the patient may feel distressed, deceived, or even hurt
physically. In severe circumstances, the healthcare provider or organization may be sued
for this lack of informed consent. Informed consent reduces risks, encourages patient
autonomy, and builds a foundation of confidence between the patient and the
healthcare provider when all of its components are followed.
References
Kadam, R. A. (2017). Informed consent process: A step further towards making it
meaningful! Perspectives in Clinical Research, 8(3), 107–112. NCBI.
https://doi.org/10.4103/picr.PICR_147_16
Shah, P., Thornton, I., Turrin, D., & Hipskind, J. E. (2020). Informed Consent. PubMed;
StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK430827/#:~:text=Informed%20consent%20is
%20the%20process
(Benedict)
Informed consent is a cornerstone in healthcare, embodying both ethical and legal
principles. It goes beyond a mere signature, encompassing a comprehensive disclosure of
information to empower patients in making informed decisions about their care (Pozgar,
2014). The critical elements of informed consent, as highlighted, involve not only the
nature of the procedure and its expected outcomes but also the potential risks and
alternatives. Neglecting any aspect can have real consequences, as seen in the scenario
of a surgical procedure where complications like infection or nerve damage weren’t
adequately communicated to the patient. This lack of information not only hinders the
patient’s understanding of the risks but can lead to feelings of shock and betrayal if
complications arise post-surgery. Failing to adhere to these elements not only breaches
ethical standards but can also be legally construed as medical malpractice, emphasizing
the essentiality of upholding every facet of informed consent to respect patient
autonomy and ensure a collaborative decision-making process in their healthcare
journey. Thank you.
Reference
Pozgar, G. D. (2014). Legal and Ethical Issues for Health Professionals (4th ed.). Jones &
Bartlett Learning. https://online.vitalsource.com/books/9781284089530
Discussion 2
(Yeni)
Nurses are expected to demonstrate ethical practice while caring for patients,
including those dealing with chronic ailments. Furthermore, healthcare organizations
should support nurses’ ethical practice by creating a working environment that allows
them to do this (Koskenvuori et al., 2019). Such an organizational environment should
possess several attributes. First, healthcare organizations should ensure they maintain
the required nursing staffing levels (Koskenvuori et al., 2019). This reduces the likelihood
of nurses being overworked and burned out and, thus, making mistakes or embracing
unethical practices to reduce their workload. Besides this, healthcare organizations
should also provide mentorship opportunities and ongoing education to nurses
(Koskenvuori et al., 2019). Doing this will empower nurses to successfully navigate
complex ethical dilemmas. Lastly, regular forums for ethical discussions among nurses
will establish a culture where nurses feel valued, engaged, and well-equipped to provide
ethical care to chronically ill patients (Koskenvuori et al., 2019).
Patients have several rights that healthcare professionals are expected to protect.
However, one of the rights that is not fully implemented in patient care is the right to
informed consent. Even though patients provide informed consent for treatments and
procedures, some elements of informed consent are often not met (Feinstein et al.,
2021). Due to this, the right might not be fully implemented. The best way to address
this is to encourage healthcare professionals to communicate transparently and openly
with patients when seeking their informed consent (Feinstein et al., 2021). Furthermore,
healthcare providers should use patient-friendly educational materials to ensure patients
fully understand the benefits and risks of treatments and procedures (Feinstein et al.,
2021).
Registered nurses (RNs) should be custodians of patient rights. They can do this
by advocating for patients to provide informed consent to treatment and taking
reasonable steps to protect the confidentiality and security of their health data
(Abbasinia et al., 2020). Besides this, they can also ensure patients receive clear
information related to their care to empower them to participate in the healthcare
decision-making process (Abbasinia et al., 2020). RNs can also train and mentor newly
graduated RNs, showing them how to protect and advocate for patient rights (Abbasinia
et al., 2020).
References
Abbasinia, M., Ahmadi, F., & Kazemnejad, A. (2020). Patient advocacy in nursing: A
concept analysis. Nursing Ethics, 27(1), 141-151.
Feinstein, M. M., Adegboye, J., Niforatos, J. D., & Pescatore, R. M. (2021). Informed
consent for invasive procedures in the emergency department. The American Journal of
Emergency Medicine, 39, 114-120.
Koskenvuori, J., Numminen, O., & Suhonen, R. (2019). Ethical climate in nursing
environment: a scoping review. Nursing Ethics, 26(2), 327-345.
(Yilian)
An organizational environment that would facilitate the ethical practice of nurses caring
for chronically ill patients includes an environment that consists of healthcare workers
and all levels of employment supporting and promoting ethical practices and patient
autonomy. In this environment, patients are supported and respected as individual
beings, not as financial contributors. All employees must be trained and educated on why
to and how to support ethical principles and patient autonomy regarding values, morals,
and decision-making. One patient right that is often not fully implemented in the patient
care environment includes informed consent. Informed consent is the legal responsibility
to report the details, risks, benefits, and alternatives of a procedure or treatment to a
patient (Pozgar, 2014). The details include all aspects of the procedure including what
will go on during. Since hospitals do not have a duty to obtain informed consent from
patients, it is the responsibility of the treating provider/physician to receive informed
consent from the patient (Pozgar, 2014). Additionally, nurses can be a witness in the
informed consent provided, however, a nurse does not have the expertise, education,
training, or skill to give informed consent to a patient (Pozgar, 2014). Thus, the nurse
must keep track of patients who are having procedures or treatments and need to have
informed consent. Nurses must advocate for their patients, making sure that all of their
questions and concerns are answered and addressed regarding informed consent. By
advocating for their patient’s need to receive proper informed consent, nurses are
protecting the rights of their patients.
References:
Pozgar, G. D. (2014). Legal and Ethical Issues for Health Professionals (4th ed.). Jones &
Bartlett Learning. https://online.vitalsource.com/books/9781284089530Links to an
external site.
NUR 535
Discussion 1
(Kristine)
I selected two essential psychomotor skills: the importance of head-to-toe
assessment and medication administration. By implementing formative
assessment, evaluating students, and constantly providing feedback, nursing
instructors can interpret outcomes to meet class-wide or individual learning needs
and adjust teaching. During these assessments, instructors use results to identify
gaps and adjust instruction to help students reach learning goals and become
more self-motivated.
Preparing students to become competent, confident nurses requires
instructors to provide learning experiences that teach them to think on their
feet and use their clinical reasoning skills to make sound decisions on the job.
Formative assessment allows nursing instructors to gain insight into their
students” performance and make just-in-time course revisions. It has been
proven repeatedly to increase student engagement, retention, and critical
thinking both in the classroom and later on the job.
When students learn with tools that adapt to their answers in real-time and let
them know where they are veering off track, they can better grasp areas they
need to improve. Both adaptive learning and formative assessment determine
what students know as they learn – and students get performance feedback.
At the same time, instructors can track class data to gauge understanding. It
provides better insight into student performance while there is still time to
adapt.
References
Chen, L. C., Lin, C. C., Han, C. Y., & Huang, Y. L. (2023). Clinical Instructors’
Perspectives on the Assessment of Clinical Knowledge of Undergraduate
Nursing Students: A Descriptive Phenomenological Approach. Healthcare
(Basel, Switzerland), 11(13),
1851. https://doi.org/10.3390/healthcare11131851Links to an external site.
Soroush, A., Andaieshgar, B., Vahdat, A. et al. The characteristics of an
effective clinical instructor from the perspective of nursing students: a
qualitative descriptive study in Iran. BMC Nurs 20, 36
(2021). https://doi.org/10.1186/s12912-021-00556-9Links to an external
site.
(Rosmery)
Two of the motor skills that I noted were vital in modern nursing were surgical
skills and typing skills. Nurses are often required to perform certain surgical
procedures such as sewing cuts and assisting in surgeries (Lee et al., 2020).
They also require typing skills as they are often required to document their
operations through the use of a computer. They also use computer systems
which are often the backbone of operations in the hospital. One of the
strategies to assess and improve student learning outcomes in psychomotor
skills is through feedback and observation (Lee et al., 2020). It is integral that a
student has an individual who is observing how they are working and who
provides constructive feedback that can help them grow.
The second strategy that can help assess and improve student learning
outcomes in psychomotor skills is through simulations and scenario-based
learning (Lee et al., 2020). These are realistic simulations that require the
application of psychomotor skills in a controlled environment. For example, an
instructor can ask a student to prepare a report concerning their shift. This can
help them learn about typing and improve on these critical skills (Lee et al.,
2020). Improvement comes when after the simulation, they receive feedback
and get a chance to evaluate what they have been learning.
References
Lee, J., Zhang, T., Chu, T. L., Gu, X., & Zhu, P. (2020). Effects of a fundamental
motor skill-based afterschool program on children’s physical and cognitive
health outcomes. International journal of environmental research and public
health, 17(3), 733.
Discussion 2
(Gary)
•
I believe the instructor in the video handled the situation with the student
very poorly, he didn’t take time to understand the student’s feelings and
frustrations. The instructor’s initial response is “forget it my friend, your grade
should never be based on effort”, which is a very harsh and unprofessional
way to handle the situation. The instructor should acknowledge the student’s
feelings, the effort that he stated he put into the assignment, and suggest that
they look over the assignment together instead of blowing him off. After
words, the instructor talks about how working hard should be given, and that
the student is now in college, and not kindergarten. I believe that statement is
very offensive to use to a student who states that they have been working
hard, and trying to do well in the class. The instructor needs to be more
respectful to the student, and not treat him as a child. The instructor later
goes on to mention that the student’s paper did not follow any of the
guidelines at all, instead of stating those words, the instructor should instead
sit down with the student and go over the rubric and his paper together. Later
on, the instructor scolds the student by telling him his paper looks like last
minute work, and that he needs to get his act together. This is after the
student approached the instructor stating that he put a lot of time into this
assignment, the instructor has completely ignored the students comments and
suggested that he has not put much time into the assignment.
If I were the instructor in the classroom, I would offer to go through the
assignment with them, pointing out areas where they did well and areas that
might need improvement.. Secondly, I would make sure to acknowledge the
work and effort that the student has placed into the assignment, it is
important for the student to be recognized for their effort. Lastly, reassure
them that it’s okay to struggle sometimes and that grades don’t define their
worth or intelligence. Give the student options to help improve the grade if it
is possible, especially when the student has made an effort to come and go
over their grade, and explaining that they really put a lot of effort into the
assignment.
(Lizandra)
The faculty’s initial response greatly hampered the quality of interaction
between the educator and the learner. The learner was frustrated and enraged
about his grade, and the staff reacted adversely, erupting in wrath as well. The
faculty even assumed that the student was rushing through the paper in the
last few minutes, which led to his failing. Nevertheless, the faculty’s second
reaction improved the level of interaction between the educator and the
learner. In the subsequent case, the instructor recognized the student’s
annoyance, which helped the student relax. He also volunteered to look over
the paper with the student and worked with him. He was prepared to be open
about how he graded the student’s work, which allowed the student to take it
easy and await the answers as to the reason why he did not succeed.
I would have managed the scenario using a variety of suitable tactics, such as
remaining calm and resisting shouting or losing my emotions, because doing so
would have just exacerbated the problem (Burić & Frenzel, 2019). I would also
try to convey to the learner not to consider anything personally, and keeping
in mind that the student may be acting out due to causes outside his power,
like stress. I would additionally have involved the learner by using constructive
communication abilities and finding common ground (Ibrahim et al., 2019).
Finally, I would be open about how the assessment was conducted and assist
the student in improving his paper so that he can score higher the following
time.
References
Burić, I., & Frenzel, A. C. (2019). Teacher anger: New empirical insights using a
multi-method approach. Teaching and Teacher Education, 86,
102895. https://doi.org/10.1016/j.tate.2019.102895Links to an external site.
Ibrahim, M. Y., Yusof, M. R., Yaakob, M. F. M., & Othman, Z. (2019).
Communication skills: Top priority of teaching competency. International
Journal of Learning, Teaching and Educational Research, 18(8), 1730. http://www.ijlter.net/index.php/ijlter/article/download/519/523Links to
an external site.
NUR 561
Discussion 1
(Maria)
Developing a comprehensive health education plan for adolescents that covers
mental, emotional, social, and spiritual components requires addressing several
important components. These are some of the couple of components I will be
discussing. Spreading knowledge about wholesome eating practices, balanced
diets, and the effects of nutrition on physical well-being (Osamasiddique, 2023).
Emphasize the value of consistent exercise and its advantages for physical wellbeing. In emotional health, teach them coping skills, stress management, and
emotional comprehension. Talk about mental health, symptoms of common
problems including sadness and anxiety, and how to get assistance. In social
health and interactions, talk about setting healthy boundaries, improving
communication, and identifying warning signals in relationships. Discuss about
resisting negative influences, decision-making techniques, and peer pressure.
Teach people how to recognize, deal with, and report bullying in addition to
providing conflict resolution techniques (Perkins, 2022). Lastly in spiritual health,
promote investigating one’s own values and ideas and how they affect wellbeing.
Assist teenagers in investigating their feeling of meaning, purpose, and connection
to something greater than themselves. Making the health education method
helpful and interesting, and incorporating teenagers in the planning process can
greatly increase its effectiveness.
References
Osamasiddique. (2023, April 10). The Impact of Nutrition Education on Healthy
Eating Habits and Choices. Medium.
https://medium.com/@osamasiddique25/the-impact-of-nutrition-educationon-healthy-eating-habits-and-choices-96dd4d07bafd
Perkins, D. (2022, April 17). Bullying: What Educators Can Do About It. Penn
State Extension. https://extension.psu.edu/bullying-what-educators-can-doabout-it
(Deanna)
During adolescent years, teens are susceptible to peer pressure while
undergoing many changes in their bodies, which raises concerns for sexual
behavior, drug use, diet and physical activity, and mental health. A health
teaching plan for adolescents should be able to address all these issues by
educating them on these challenges and teaching them on coping mechanisms.
In regard to sexual behavior, adolescents must be educated on unwanted
pregnancies, possible STD’s, resisting pressure to engage in sexual activity,
contraceptive use, etc. Having safe and supportive environments can foster
and support healthy development during the teen years. Additionally, a mental
health problem that is common during adolescence is depression. Healthcare
providers must be able to engage with them and find out whether they are
struggling or not. Good coping mechanisms can help them resist peer pressure
and handle stress effectively. Healthcare workers can educate teens on proper
coping mechanisms if they vocalize difficulty with handling stressful situations.
Parents can also engage in these conversations with healthcare workers by
encouraging positive behaviors. Many teens may also struggle with living
healthy lifestyle, a good diet, and physical activity, as well as problems with
body image. Providing education to teens about these healthy lifestyle choices
will be beneficial to preventing eating disorders in the present and future.
Lastly, teen years are a time when they learn to develop moral and ethical
standards, often times based on how they have been raised. They start to
decide for themselves what they believe to be morally right or wrong. Parents
who act as good role models can encourage beneficial and healthy moral
viewpoints for their children. Establishing positive connections with people
who are supportive is essential to the needs of adolescent, who are in need of
nurturing, safe, and dependable adults in their lives.
Five essentials for healthy adolescents. Five Essentials for Healthy Adolescents |
Youth.gov. (2022). https://youth.gov/youth-topics/TAG/about-TAG/fiveessentials
Discussion 2
(Hermes)
Various factors can influence risk-taking behaviors during adolescence. It’s
essential to consider the developmental changes, social influences, and biological
factors contributing to these behaviors.
One crucial factor is brain development. The prefrontal cortex, responsible for
decision-making and impulse control, still develops during adolescence. This
may lead to impulsivity and a tendency to engage in risky behaviors without
fully considering the consequences (Romer, 2010). Also, adolescents are highly
influenced by their peers. The desire for social acceptance can drive
individuals to take risks they might not otherwise consider. There’s an
increased sensitivity to rewards and a desire for novel and intense experiences
during adolescence. This sensation-seeking tendency can lead to engagement
in risky activities (Cservenka et al., 2013). The family also plays a crucial role.
Lack of parental supervision, inconsistent discipline, or a family history of risktaking behaviors may contribute to adolescent risk-taking.
Now, regarding stress, it can significantly impact adolescents. Stressful
situations may exacerbate risk-taking behaviors due to factors such as coping
mechanisms, impaired decision-making, mental health, and social isolation.
Adolescents may turn to risky behaviors as a way to cope with stress and
negative emotions. This can include substance abuse, self-harm, or engaging in
dangerous activities. Chronic stress can impair cognitive functions, affecting
decision-making abilities. This impairment may lead to riskier choices (Porcelli
and Delgado, 2017). Stress can contribute to feelings of isolation, pushing
adolescents towards risk-taking behaviors as a means of seeking connection or
coping with loneliness. Stress is also linked to mental health issues, such as
anxiety and depression. Adolescents experiencing these conditions may be
more prone to engaging in risky behaviors.
Understanding the multifaceted nature of risk-taking behaviors in adolescence
involves considering a combination of biological, psychological, and
environmental factors, with stress playing a significant role in influencing these
behaviors.
References
Cservenka, A., Herting, M. M., Seghete, K. L., Hudson, K. A., & Nagel, B. J.
(2013). High and low sensation seeking adolescents show distinct patterns of
brain activity during reward processing. NeuroImage, 66, 184–
193. https://doi.org/10.1016/j.neuroimage.2012.11.003Links to an external
site.
Porcelli, A. J., & Delgado, M. R. (2017). Stress and decision making: effects on
valuation, learning, and risk-taking. Current Opinion in Behavioral Sciences, 14,
33–39. https://doi.org/10.1016/j.cobeha.2016.11.015Links to an external
site.
Romer D. (2010). Adolescent risk taking, impulsivity, and brain development:
implications for prevention. Developmental Psychobiology, 52(3), 263–
276. https://doi.org/10.1002/dev.20442Links to an external site.
(Chelsie)
There are a lot of physical, psychological, and social changes that occur during
adolescence, which raises the possibility of their risk-taking behaviors. Teens
typically look to their peers for approval and affirmation, which might push
them to engage in risky behaviors in an effort to fit in or win over others.
There are situations when peer pressure takes precedence over sound
judgment. Adolescents’ brains develop significantly, especially in areas that
pertain to risk-taking, impulse control, and decision-making. Often leading
them to increased curiosity and a willingness to try new things without
properly weighing the risks. Adolescents typically look to their peers for
approval and affirmation, which might push them to engage in risky behaviors
in an effort to fit in or win over others. There are situations when peer
pressure takes precedence over sound judgment. Adolescent risk-taking
behaviors are exacerbated by stress in a big way. Stress might impede one’s
capacity to effectively evaluate risks and make wise decisions. This may result
in rash decisions made without thinking through the repercussions. Extended
or severe stress can exacerbate mental health conditions like anxiety or
depression, which in turn might influence risk-taking behaviors as a coping
mechanism.
Edelman, C., Mandle, C. L., & Kudzma, E. C. (2022). Health promotion
throughout the lifespan (10th ed.). Elsevier.
American Psychological Association. “Stress in America 2020.” Apa.org,
American Psychological Association, Oct. 2020,
www.apa.org/news/press/releases/stress/2020/report-october.
Purchase answer to see full
attachment
