Review literature regarding issues or concerns within your selected nurse practitioner specialty: Lifestyle changes (increasing activity in teenagers)

Select a theory or model which is relevant to your nurse practitioner specialty and would offer a meaningful context for evidence-based practice surrounding the issue or concern which you identified.  

1.  In a PowerPoint Presentation, address the following.  

o  Introduction to the presentation 

o  Identify and describe a theory or model and explain its relevance to your nurse practitioner specialty. 

o  Describe an issue or concern that is related to your nurse practitioner specialty, and explain its impact on health care outcomes 

o  Explain how the theory or model can be used as a framework to guide evidence-based practice to address the issue or concern, and discuss the unique insight or perspective offered through the application of this theory or model.  

o  Conclusion to the presentation 

o  References 

Preparing the presentation 

·  Application: Use Microsoft Word 2013™ to create the PowerPoint presentation.   

·  Length: The PowerPoint presentation must be 7 total slides (excluding title and reference slides).  

·  Speaker notes should be used and include in-text citations when applicable. 

·  A minimum of three (3) scholarly literature sources must be used.  

End-of-Life Issues

With our framework of ethical theories and principles in hand, we begin our look at some of the critical ethical issues in our contemporary world, starting with end-of-life issues. This assessment covers ethical questions related to end-of-life care. Passive euthanasia is the removal or refusal of life-sustaining treatment. Examples of passive euthanasia include removal of a feeding tube or a ventilator, or forgoing a life-prolonging surgery. Passive euthanasia is legal in all 50 states, and the principle of autonomy gives informed patients the right to refuse any and all treatments. Patients who are unable to make such decisions in the moment (because they are unconscious, for example) might have made their intentions clear beforehand with an advance directive or similar document. Things become more complicated, however, when a patient who is unable to make treatment choices has not made his or her wishes clear, either formally in a written document, or informally in conversations with family members or friends. Another problem concerns cases in which there is disagreement about whether the treatment is sustaining the life of a person in the full sense or merely as a body that, because of severe and irreversible brain trauma, is no longer truly a living person.

Active euthanasia, or assisted suicide, introduces further difficult moral questions. A patient who has a terminal illness and who has refused treatments that would merely prolong a potentially very painful and debilitating death might want the process of dying to be hastened and made less painful. The patient might want to take his or her own life before the disease reaches its horrible final stages. Should patients be legally allowed to have help in this endeavor? If suicide itself is not morally wrong, at least in cases like these, is it wrong for another person to directly help bring about the patient’s death? Is it wrong for doctors, a role we naturally associate with healing and the promotion of life, to use their medical expertise to deliberately end a patient’s life if the patient wants this?

Demonstration of Proficiency

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

• Competency 1: Articulate ethical issues in health care. 
  • Articulate the moral issues associated with limiting life support.
• Competency 2: Apply sound ethical thinking related to a health care issue. 
  • Demonstrate sound ethical thinking and relevant ethical principles when considering limiting life support.
  • Explain important considerations that arise when contemplating limiting life support.
• Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals. 
  • Exhibit proficiency in clear and effective academic writing skills.

Preparation

• Case Study: Mr. Martinez. 

This media piece provides the context for this assessment; make sure you have reviewed the case study thoroughly.

Additionally, it may be useful to think through the following issues as they relate to Mr. Martinez’s case:

• Should Mr. Martinez be transferred to intensive care, where his respiratory failure can be treated by a ventilator, and by CPR if necessary, and his oxygen level can be monitored? 
  • What are the key ethical issues or models at play in this case study?
  • What are the key end-of-life issues at play in this case study?
  • How can an understanding of models and best-practice help to guide health care practitioners to make ethical and legal decisions?

Instructions

In a 2–3 page analysis of the case study, address the following:

• The patient’s directives.
• The patient’s quality of life.
• The family’s stated preferences.
• The moral issues associated with limiting life support.
• The ethical principles most relevant to reaching an ethically sound decision.
• Important considerations such as implications, justifications, and any conflicts of interest that might arise because of the patient’s respiratory failure.

When writing your assessment submission assume that doctors cannot contact Mrs. Martinez and must make this choice on their own. To help you reach an objective, ethically sound decision, draw upon concepts and arguments from the suggested resources or your independent research. Support your response with clear, concise, and correct examples, weaving and citing the readings and media throughout your answer.

Complete Evidence Table as described in the Evidence Table Worksheet. 

No plagiarism. APA format. 

PICOT Question:

Among African Americans at risk for hypertension and attending the Sumpter Free Health Clinic (P) will a nurse-led community outreach and health education program (I) compared to no program (C) reduce health disparities predisposing patients from hypertension development (O) within one year (T)?

 The purpose of this assignment is to provide a concise description and appraisal of the American Association of Colleges of Nursing (AACN) Essentials of master’s Education in Nursing. Following APA guideline, provide a brief explanation on each of the essentials reflecting on each essential affects the clinical practice and the author’s interpretation on each essential. Make sure to include a (Title page, abstract, introduction, body, conclusion, and reference page).  

Title Page: Title of article, journal information and your name and date 1 point Your score Abstract: Brief summary of article (1-2 paragraphs) 1 points The Problem: (2 or 3 paragraphs) Is the problem clearly stated? Is the problem practically important? What is the purpose of the study? What is the hypothesis? Are the key terms defined? 3 points Review of Literature: (1 -2 paragraphs) Are the cited sources pertinent to the study? Is the review too broad or too narrow? Are the references recent? Is there any evidence of bias? 2 points Design and Procedures: (3-4 paragraphs) What research methodology was used? Was it a replica study or an original study? What measurement tools were used? How were the procedures structures? Was a pilot study conducted? What are the variables? How was sampling performed? 3 points Data analysis and Presentation: (1 – 2 paragraphs) 2 points How was data analyzed? Did findings support the hypothesis and purpose? Were weaknesses and problems discussed? Conclusions and Implications: (2-3 paragraphs) 3 points Are the conclusions of the study related to the original purpose? Were the implications discussed? Whom the results and conclusions will affect? What recommendations were made at the conclusion? What is your overall assessment of the study and the article?  

 

 These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite.