Question A

QSEN  Reflective Practice: Cultivating QSEN Competencies CHALLENGE TO ETHICAL AND LEGAL SKILLS 

While in a clinical rotation in my junior year, I was assigned the dreaded Jack Camp (I still remember his name). He was a middle-aged single man receiving care for a compound fracture of his left lower extremity being treated with an external fixator. He had a bad case of diabetes, and an even worse sweet tooth. Before I even met him, the nurses on the floor were saying things like “good luck,” which made this junior nursing student extra paranoid (although I was grateful for the warning). The patient was known for voicing loud complaints about his room, the food, and the hospital routine. He also was using his call light very frequently. The nurses called him names and discussed their dislike of him in the nurses’ station, which was in the center of the unit. As the day progressed, I found out that all this patient wanted was some attention, because he was used to running things in his business. I actually found him entertaining. Thinking Outside the Box: Possible Courses of Action Ignore the comments of the other nurses on the floor, hoping that no one else hears them. Report the nurses to my clinical instructor, possibly causing tension on the floor. Politely tell the nurses to keep it down and refrain from talking about the patient, risking my own comfort level; after all, I am only a visiting student—what do I know? Evaluating a Good Outcome: How Do I Define Success? Act as a patient advocate despite my limited power, which means correcting unethical behaviors as cordially as possible. Have the courage to go to the next level if the nurses’ behavior is not corrected. Inform the patient politely to modify his behavior. Personal Learning: Here’s to the Future! My response was to ignore the nurses’ comments and hope no one else heard them either. I was not courageous enough to be the patient advocate that we had been taught to be. I knew my response should have been to ask them to keep it down, which would allow them to maintain their personal opinions while at the same time keeping the comments from jeopardizing patient confidentiality. From this experience, I learned that you have to be a leader, speak up, and take the risk. Part of that means being able to go against the group, risking being ostracized. In doing so, others may follow your lead, but if they choose not to follow, at least you know you advocated for your patient. Since this experience, I have not been in a situation that has challenged my personal ethics, but I have the self-confidence to believe that I can be the leader that I spoke so passionately about.

Then, answer the following questions:

1) How do you think you would respond in a similar situation? Why?

2) How do you think the nursing staff would have reacted had the nursing student approached them regarding their comments about Mr. Camp?

3) How could the nursing student initiate improved communication between Mr. Camp and the nurses working on his unit?

Question B

Nursing Advocacy in Action 

Patient Scenario Everybody loves Sarah. Mature for her 9 years, Sarah has advanced leukemia, and her only medical hope now is to transfer to a hospital 3,000 miles from home that has the bone marrow that she needs. There are, however, several problems. Sarah’s family is homeless and visits rarely. She makes excuses for them—saying how hard it is to be on the street and always trying to find shelter—but she couldn’t hide her disappointment when no one visited on Christmas and her birthday. You have met the parents and were struck by their immaturity. Sarah’s health care provider is working passionately to get Sarah to the transplant center; the latest hurdle is ensuring that they will accept her given the fact that the family has no insurance or finances. Many of Sarah’s professional caregivers aren’t sure that the bone marrow transplant is a good idea. It is doubtful the funds would be found to send any of her family with her, and the possibility exists that, if unsuccessful, she could die at the transplant center surrounded by strangers. You mention these concerns to Sarah’s doctor, who replies, “But this is her only hope for cure!” Implications for Nursing Advocacy How will you respond if you are Sarah’s nurse? Talk with your classmates and experienced nurses about the questions that follow. If you elect to advocate for Sarah, what practical steps can you take to ensure better health outcomes? What is it reasonable to expect of a student nurse, a graduate nurse, and an experienced nurse in this situation? What advocacy skills are needed to effectively respond to this challenge?

Answer these questions

1) If you elect to advocate for Sarah, what practical steps can you take to ensure better health outcomes?

2) What is reasonable to expect of a graduate nurse in this situation?

3) What advocacy skills are needed to effectively respond to this challenge?

 

Module 03 Humanities Credit by Assessment

 

Competency
Formulate, express, and support individual perspectives on diverse works and issues.

For this assessment task, you are asked to act as a critic for one of the various subjects under the umbrella of the subject Humanities. Through a series of critiques, you will be demonstrating your background knowledge on these subjects and the themes studied in the Humanities. In general, a critic evaluates a work or piece based on a common language of a subject. For example, certain terminology is used in the film industry for aesthetic, whereas other terminology is used in architecture. Aside from a common language of art, each subject usually includes a history of influence-how a work was influenced by other works and how a work influence aspects of today’s art and culture. Critics use this common body of history and aesthetic to offer critiques, or judgements on the validity of the importance of aesthetic (it’s representation of beauty).

Please watch the video below (02:33 – 16:32) as a refresher on this deliverable’s content. The video will not tell you everything you need to know to pass this test-out, but it should serve as a refresher.

https://rasmussen.kanopy.com/video/humanities-approach-living-modern-world

Deliverable 03 – Humanities (Test-Out Replacement)

Competency

Formulate, express, and support individual perspectives on diverse works and issues.

Instructions

You will act as a critic for some of the main subjects covered in the humanities. You will conduct a series of short, evaluative critiques of film, philosophy, literature, music, and myth. You will respond to five different prompts, and each response should include an analysis of the topics using terminology unique to that subject area and should include an evaluation as to why the topic stands the test of time. The five prompts are as follows:

1. Choose a film and offer an analysis of why it is an important film, and discuss it in terms of film as art. Your response should be more than a summary of the film.
2. Imagine you had known Plato and Aristotle and you had a conversation about how we fall in love. Provide an overview of how Plato would explain falling in love, and then provide an overview of how Aristotle might explain falling in love.
3. Compare and contrast the two poems below:

LOVE’S INCONSISTENCY

I find no peace, and all my war is done;
I fear and hope, I burn and freeze likewise
I fly above the wind, yet cannot rise;
And nought I have, yet all the world I seize on;
That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
Nor lets me live, nor die, at my devise,
And yet of death it giveth none occasion.
Without eyes I see, and without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain;
Lo, thus displeaseth me both death and life,
And my delight is causer of my grief.

Petrarch

After great pain a formal feeling comes—
The nerves sit ceremonious like tombs;
The stiff Heart questions—was it He that bore?
And yesterday—or centuries before?

The feet mechanical go round
A wooden way
Of ground or air or ought
Regardless grown,
A quartz contentment like a stone.

This is the hour of lead
Remembered if outlived
As freezing persons recollect
The snow—
First chill, then stupor, then
The letting go

Emily Dickinson

1. Compare and contrast these two pieces of music:

   Beethoven’s Violin Romance No. 2 (https://www.youtube.com/watch?v=ULbfVgaMfdE)
   Scott Joplin’s Maple Leaf Rag (https://www.youtube.com/watch?v=pMAtL7n_-rc)

2. Explain in classical terms why a modern character is a hero. Choose from either Luke Skywalker, Indiana Jones, Bilbo Baggins, Harry Potter, Katniss Everdeen, or Ender Wiggins.

Grading Rubric

0

1

2

3

4

Category

Not Submitted

No pass

Competence

Proficiency

Mastery

Analysis

Not Submitted-0

Provides an explanation of the topic but doesn’t use terminology common to the subject.-1

Provides an explanation of the topic using terminology common to the subject.-2

Provides a detailed explanation of the topic using terminology common to the subject.-3

Explains in great detail the topic using terminology common to the subject and references other ideas/works in that subject.-4

Evaluation

Not Submitted-0

Provides an evaluation of the topic, but offers no explanation and doesn’t explain why it is still relevant today;-1

Provides an evaluation of the topic, explaining why it is still relevant today.-2

Provides a detailed evaluation of the topic, explaining why it is still relevant today.-3

Explains in great detail an evaluation of the topic, explaining why it and other famous examples are still relevant today.-4

Justification

Not Submitted-0

Does not identify the topic/piece as an important example of the subject.-1

Explains why the topic/piece as an important example of the subject.-2

Explains in detail why topic/piece as an important example of the subject.-3

Explains in great detail why topic/piece as an important example of the subject.-4

Coverage

No pieces discussed.-0

Pieces discussed, but not enough detail provided.-1

Pieces discussed, and details provided.-2

Pieces thoroughly discussed, and insightful details provided.-3

Pieces thoroughly discussed, and insightful details provided, making reference to additional works.-4

 
Assignment 6.2: Monroe’s Motivated Sequence

This assignment supports the following lesson objectives:

• 6.2 Demonstrate knowledge of efficient organizational methods and good form in speech writing

Assignment Overview
This web research assignment explores the use of Monroe’s Motivated Sequence, one of the most common organizational patterns used in sales presentations. By examining a short presentation designed to persuade an audience to buy a product, you will learn more about the persuasive power of the Motivated Sequence pattern. This will not only prepare you to use this organizational pattern, it will make you a more informed consumer.

Deliverables

• A document (12-point font) written in a word processor, such as MS Word

Assignment Details
In this activity, you will watch a short sales presentation for an “As Seen on TV” product. You will match sections of the presentation to the five steps used in the Motivated Sequence pattern for organizing a speech.

Perform the following tasks:

Step 1: Review the information presented in the lesson that discusses the Motivated Sequence pattern for organizing a speech.

Step 2: Copy and paste the table below into a word processing document.

Monroe’s Motivated Sequence Pattern

StepPresentation Content for StepAttention Need Satisfaction Visualization Action
Step 3: Select a short infomercial presentation to watch.
Navigate to the website (Links to an external site.)
Select one of the top selling products featured on the home page and click it to navigate to the main page for the product.
Toward the top of the page, a small window featuring a condensed version of the video commercial presentation is presented. Click the Play button to start the presentation.Step 4: Watch the presentation video.
Watch the short video all the way through once. Then review the five steps of Monroe’s Motivated Sequence pattern.

Step 5: Categorize the information presented in the infomercial into the corresponding steps in Monroe’s Motivated Sequence pattern.
Watch the video a second time, pausing as necessary to fill in the cells in the Presentation Content for Step column in the Motivated Sequence Pattern table in your word processing document. Watch, pause, and rewind as needed to fill in as many examples of statements and information in the table as possible.

Step 6: Below the table, answer the following questions.
What function does the need step serve in the presentation? Why is it included?
What was going through your mind when the content that represented the visualization step was being presented? Did this affect your opinion of the product?
Which step of the Motivated Sequence pattern contained content that you found to be the most interesting?
Why do you think the information presented in this step was the most interesting?
Did the presentation convince you of the value of the product? Why or why not?
How can understanding the Motivated Sequence pattern help you when delivering a persuasive speech? How can it help you as a consumer?Step 7: Save and submit your document.
When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using the drop box.

Impact of Health

In a two to three page paper, examine the impact health has on the population as a whole. Address the benefits of a healthy population as well as the costs of an unhealthy population. Be sure to also include a discussion as to if the development of our current healthcare system over time has increased population health or has had no effect. Lastly, research another country’s healthcare system. How does it compare to the system currently place in the United States? Is the population healthier as a result of their system?

Be sure to cite your references.